Expanding SSOM's Health Equity Curriculum: Offering the Social Identities Workshop in New Student Orientation

In an effort to expand the first- and second-year curriculum surrounding bias, health equity, social determinants of health, and diversity in medicine, a student-led Social Identities Workshop was created to engage SSOM students in activities to 1) introduce definitions of systemic structures and inequities addressed throughout the Clinical Foundations curriculum, 2) encourage discussion rooted in individual experiences, uplifting shared and diverse identities among classmates and peers, and 3) end the week of orientation with an engaging, approachable, and low-stakes activity to get to know classmates better.

Pre- (n=68) and post-workshop surveys (n=75) were answered by first-year medical students about their knowledge and familiarity about social identities. The post-workshop survey also included questions to reflect on how the workshop content can be applied to interactions with peers and patients, and their satisfaction with the workshop and ideas of how to improve.

All survey knowledge questions increased from pre- to post-workshop (M change 0.25-1.83). The majority of students recognized something new about their identities (77%), contexts of their identities (88%), and peers' identities (99%); talked to someone new (95%); and recognized applications in both school and clinic setting (93%). Nearly 40% of respondents were interested in attending another session to apply social identities to topics such as medical ethics, gender, privilege/marginalization, race, and sexual orientation.

The Social Identities Workshop increased student knowledge of social identities with multiple positive reflections on a respectful and open environment to discuss topics of systemic inequities and think about personal identity and bias. Many students were interested in continuing these workshops to engage in more peer conversations about social identities as they apply to medicine. Additionally, staff of the SSOM Office of Student Affairs saw value in the workshop as well, advocating for its continuation as a fixture of new student orientation.