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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
PubMed

Insights

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.
Abstract

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