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Critical Consciousness as a Framework for Health Equity-Focused Peer Learning.

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  • 1Fourth-Year Medical Student, LSU Health New Orleans School of Medicine.

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Summary
This summary is machine-generated.

Medical students showed significant learning gains in health equity, diversity, and inclusion through the Critical Consciousness in Medicine (CCM) workshops. This student-led program effectively engaged peers in understanding social determinants of health.

Keywords:
Critical ConsciousnessDiversityDiversity & InclusionHealth DisparitiesHealth EquityImplicit BiasInclusionStudent Leadership

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Area of Science:

  • Medical Education
  • Health Equity Research
  • Social Determinants of Health

Background:

  • Medical education increasingly recognizes the need to integrate health equity, diversity, and inclusion concepts into preclinical training.
  • Discrimination and inequity significantly impact health outcomes, necessitating targeted educational interventions for future physicians.

Purpose of the Study:

  • To develop and implement a student-led workshop series, Critical Consciousness in Medicine (CCM), for first-year medical students.
  • To introduce students to issues of discrimination, inequity, and their health effects using critical consciousness as a guiding principle.

Main Methods:

  • A series of five 2-hour workshops were developed and delivered by student leaders to 197 first-year medical students during the 2018-2019 academic year.
  • Workshops incorporated whole-class presentations and small-group discussions on topics including identity, privilege, health disparities, and implicit bias.
  • Faculty advisors provided guidance and support throughout the project.

Main Results:

  • Paired t-test analysis revealed statistically significant improvements in student self-ratings aligned with CCM learning objectives, based on pre-/post-surveys.
  • End-of-year reflections indicated student learning, self-assessment, personal growth, and appreciation for the workshops' integration into the curriculum.

Conclusions:

  • The CCM workshop series demonstrates high acceptability and effectiveness as a component of preclinical medical education.
  • This student-faculty partnership model highlights the potential for peer-led education in addressing diversity, inclusion, and health equity.
  • The project underscores the value of critical consciousness as an educational approach for medical students concerning social issues in healthcare.