Racial and Ethnic Health Disparities Curricula in US Medical Schools: A CERA Study
Frederick M Chen1, Frederica Overstreet1, Allison M Cole1
1Department of Family Medicine, University of Washington School of Medicine, Seattle, WA.
Primer (Leawood, Kan.)
|September 18, 2020
Summary
Most US medical schools teach about health disparities, but many are unsatisfied with the curriculum quality. Improving the content on racial and ethnic health disparities remains a challenge in medical education.
Area of Science:
- Medical Education
- Public Health
- Health Equity
Background:
- Health disparities among African Americans represent a significant and long-standing issue in the U.S. healthcare system.
- Racial and ethnic health disparities persist as a critical area of concern in healthcare delivery and outcomes.
Purpose of the Study:
- To assess the presence, requirements, and content of health disparities curricula in U.S. medical schools.
- To identify the extent to which medical education addresses racial and ethnic health disparities.
Main Methods:
- A national survey was conducted using the Council of Chairs of the American Academy of Family Medicine (CERA) to gather data from Family Medicine department chairs.
- Chairs were queried regarding the specifics of health disparities curricula within their respective institutions.
Main Results:
- A significant majority (92%) of medical schools reported incorporating racial and ethnic health disparities into their curriculum.
- Despite widespread inclusion, many respondents expressed dissatisfaction with the content and overall quality of the existing disparities education.
- No significant departmental factors were identified as predictors for the quality of health disparities curricula.
Conclusions:
- While most medical schools acknowledge and address health disparities, ensuring comprehensive and high-quality coverage presents an ongoing educational challenge.
- Optimizing the integration and effectiveness of health disparities content in medical school curricula requires further attention and development.
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