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

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.