Race-Conscious Learning and Sociocultural Competence in an Academic Surgery Program: Diversity, Equity, and...

Area of Science:

• Medical Education
• Surgical Training
• Health Equity

Background:

• Medical education frequently embeds race-based associations, leading to implicit and explicit biases in trainees.
• Uncontextualized health disparities can foster harmful stereotypes among medical professionals.
• A structured model was developed to integrate educational initiatives addressing diversity, equity, and inclusion (DEI) within an academic surgery department.

Purpose of the Study:

• To incorporate race-conscious awareness and learning into the academic surgery curriculum.
• To educate trainees on the impact of social determinants of health on racial and ethnic inequities.
• To develop tailored learning experiences to recognize and mitigate health disparities in surgical care.

Main Methods:

• An ad hoc committee comprising surgical faculty, residents, and medical students was formed.
• Educational goals focused on race-conscious learning, understanding social determinants of health, and addressing health inequities.
• A SWOT analysis and baseline assessment evaluated DEI, workforce representation, and curriculum restructuring.

Main Results:

• Implemented educational programs included race-conscious learning, social determinants of health, and implicit bias concepts.
• Racial disparities in surgical outcomes were addressed, alongside opportunities for health equity rounds.
• Inclusion in committees and leadership positions was promoted to enhance diversity.

Conclusions:

• Raising awareness of race-conscious and antibias care is crucial for recognizing and addressing biases in healthcare.
• Understanding the sociocultural context of patients enables a more sensitive approach to patient education and outcome measurement.
• Integrating race-conscious education into curricula and professional development is essential for reducing healthcare disparities.