Outcomes of antiracist pedagogy in health professions education: a scoping review

In health professions education, there is a call to rethink pedagogical practices and institutions that often perpetuate racism, colonialism, and other systems of oppression. Researchers have stressed the importance of integrating critical pedagogies, such as antiracist pedagogy, to help learners understand societal and structural factors behind health inequities and recognize power dynamics in health science and healthcare. Various antiracist pedagogical interventions have been designed, but their outcomes remain unclear. Based on Levac et al.'s framework, a scoping review was conducted to map the literature evaluating the outcomes of antiracist pedagogy in health professions education. A systematic database search was conducted between April and June 2022 for articles describing evaluation methods and outcomes of antiracist pedagogical interventions in health professions education. We included 41 articles in the final selection. The data was organized within the following themes: aim of intervention, type of intervention, evaluation tools, outcomes and indicators for each of Kirkpatrick's levels of training evaluation, theoretical frameworks, and authors' positionalities. The thematic analysis revealed that, in most cases, evaluations targeted participants' attitudes on systemic racism, their racial identity and critical awareness, as well as their satisfaction with the activities. The antiracist pedagogical interventions were rarely evaluated beyond learners' perceptions. Discrepancies were also raised between the principles of antiracist education and the use of antiracist pedagogy to design, implement and evaluate the outcomes of antiracist pedagogical interventions in health professions education. Although only a few interventions had transformative outcomes beyond individuals, we identified promising pedagogical strategies to foster engagement and motivation to transform professional practices.