<HashMap><database>biostudies-literature</database><scores/><additional><omics_type>Unknown</omics_type><volume>26(1)</volume><submitter>Wang SX</submitter><funding>Sean N. Parker Center for Allergy and Asthma Research, Stanford University</funding><funding>Stanford Teaching and Mentoring Academy</funding><pubmed_abstract>&lt;h4>Background&lt;/h4>Anti-racism medical education is essential for addressing health disparities and improving patient care. This study examined patient perspectives onengaging in anti-racism discussions at the bedside and explored barriers and facilitators facedby clinician educators when teaching anti-racism concepts to clinical learners. examined patient perspectives on engaging in these discussions at the bedside.&lt;h4>Design&lt;/h4>This qualitative study utilized focus group discussions withpatients from underrepresented communities and semi-structured interviews with clinicianeducators.&lt;h4>Participants&lt;/h4>Patients (n = 17) were recruited from a Virtual National Community Advisory Board, comprising patients and clinicians caring for Black patients in Leeds, AL; Memphis, TN; Oakland, CA; an</pubmed_abstract><journal>BMC medical education</journal><pagination>43</pagination><full_dataset_link>https://www.ebi.ac.uk/biostudies/studies/S-EPMC12797735</full_dataset_link><repository>biostudies-literature</repository><pubmed_title>Teaching anti-racism at the bedside: perspectives from patients and clinician educators.</pubmed_title><pmcid>PMC12797735</pmcid><pubmed_authors>Hollis T</pubmed_authors><pubmed_authors>Johnson CB</pubmed_authors><pubmed_authors>Wang SX</pubmed_authors><pubmed_authors>Zulman DM</pubmed_authors><pubmed_authors>Israni ST</pubmed_authors><pubmed_authors>Taylor S</pubmed_authors><pubmed_authors>Corso NK</pubmed_authors><pubmed_authors>Burke M</pubmed_authors></additional><is_claimable>false</is_claimable><name>Teaching anti-racism at the bedside: perspectives from patients and clinician educators.</name><description>&lt;h4>Background&lt;/h4>Anti-racism medical education is essential for addressing health disparities and improving patient care. This study examined patient perspectives onengaging in anti-racism discussions at the bedside and explored barriers and facilitators facedby clinician educators when teaching anti-racism concepts to clinical learners. examined patient perspectives on engaging in these discussions at the bedside.&lt;h4>Design&lt;/h4>This qualitative study utilized focus group discussions withpatients from underrepresented communities and semi-structured interviews with clinicianeducators.&lt;h4>Participants&lt;/h4>Patients (n = 17) were recruited from a Virtual National Community Advisory Board, comprising patients and clinicians caring for Black patients in Leeds, AL; Memphis, TN; Oakland, CA; an</description><dates><release>2025-01-01T00:00:00Z</release><publication>2025 Dec</publication><modification>2026-06-06T15:28:55.563Z</modification><creation>2026-06-01T03:10:59.092Z</creation></dates><accession>S-EPMC12797735</accession><cross_references><pubmed>41331459</pubmed><doi>10.1186/s12909-025-08312-2</doi></cross_references></HashMap>