Dataset Information

Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty.

ABSTRACT:

Introduction

Faculty are increasingly expected to teach about the impact of racism on health and to model the principles of health equity. However, they often feel ill-equipped to do so, and there is limited literature on faculty development on these topics. We developed a curriculum for faculty education on racism and actions to advance racial health equity.

Methods

The curriculum design was based on a literature review and needs assessments. Implementation consisted of four live virtual 1-hour sessions incorporating interactive didactics, cases, reflection, goal setting, and discussion offered to a multidisciplinary group of pediatric faculty at a children's hospital. Topics included the history of racism, racism in health care, interacting with trainees and colleagues, and racial equity in policy. Evaluation consisted of pre- and postsurveys at the beginning and end of the curriculum and a survey after each session.

Results

A mean of 78 faculty members attended each session (range: 66-94). Participants reported high satisfaction and increased knowledge at the end of each session. Qualitative themes included self-reflection on personal biases, application of health equity frameworks and tools, becoming disruptors of racism, and the importance of systemic change and policy.

Discussion

This curriculum is an effective method for increasing faculty knowledge and comfort. The materials can be adapted for various audiences.

SUBMITTER: Falusi O

PROVIDER: S-EPMC10043344 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Publications

Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty.

Falusi Olanrewaju O Chun-Seeley Lin L de la Torre Desiree D Dooley Danielle G DG Baiyewu Melissa M Gborkorquellie Theiline T TT Merrill Chaya T CT Davis Elizabeth E Ward Maranda C MC

MedEdPORTAL : the journal of teaching and learning resources 20230328

<h4>Introduction</h4>Faculty are increasingly expected to teach about the impact of racism on health and to model the principles of health equity. However, they often feel ill-equipped to do so, and there is limited literature on faculty development on these topics. We developed a curriculum for faculty education on racism and actions to advance racial health equity.<h4>Methods</h4>The curriculum design was based on a literature review and needs assessments. Implementation consisted of four live ...[more]

PMID: 36999061

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Project description:BackgroundFaculty development is important for advancing teaching practice in health professions education. However, little is known regarding how faculty development outcomes are achieved and how change in practice may happen through these activities. In this study, we explored how clinical educators integrated educational innovations, developed within a faculty development programme, into their clinical workplaces. Thus, the study seeks to widen the understanding of how change following faculty development unfolds in clinical systems.MethodsThe study was inspired by case study design and used a longitudinal faculty development programme as a case offering an opportunity to study how participants in faculty development work with change in practice. The study applied activity theory and its concept of activity systems in a thematic analysis of focus group interviews with 14 programme attendees. Participants represented two teaching hospitals, five clinical departments and five different health professions.ResultsWe present the activity systems involved in the integration process and the contradiction that arose between them as the innovations were introduced in the workplace. The findings depict how the faculty development participants and the clinicians teaching in the workplace interacted to overcome this contradiction through iterative processes of negotiating a mandate for change, reconceptualising the innovation in response to workplace reactions, and reconciliation as temporary equilibria between the systems.ConclusionThe study depicts the complexities of how educational change is brought about in the workplace after faculty development. Based on our findings and the activity theoretical concept of knotworking, we suggest that these complex processes may be understood as collaborative knotworking between faculty development participants and workplace staff through which both the output from faculty development and the workplace practices are transformed. Increasing our awareness of these intricate processes is important for enhancing our ability to make faculty development reach its full potential in bringing educational change in practice.

Dataset Information

Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty.

Introduction

Methods

Results

Discussion

Publications

Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty.

Similar Datasets

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