Leveraging Resident-As-Teacher Training for Health Equity Education: A Transformative Approach.

Area of Science:

• Medical Education
• Health Equity
• Anti-Racism in Medicine

Background:

• Resident teachers are crucial for advancing anti-racism and health equity in medical education.
• Accreditation bodies mandate training on healthcare disparities for residents.
• Limited frameworks exist for preparing residents to teach and practice health equity.

Purpose of the Study:

• To propose leveraging Resident-as-Teacher training for health equity education.
• To introduce Gorski's equity literacy framework for developing resident abilities.
• To outline strategies for effective health equity education within residency programs.

Main Methods:

• Utilizing Gorski's equity literacy framework (recognizing, responding, redressing, cultivating/sustaining).
• Applying principles of social learning theory for co-learning in clinical settings.
• Recommending integration into institutional strategies and communities of practice.

Main Results:

• Equity literacy framework provides a structured approach for residents and medical students.
• Identified preconditions, activities, and assessment strategies for health equity education.
• Resident-as-Teacher training can be a key component of a broader institutional strategy.

Conclusions:

• Integrating health equity into Resident-as-Teacher curricula is transformative.
• Prepares future physicians to enact anti-racism and advance health equity.
• Fosters a community of practice for ongoing health equity education.