ArticleFrontiers in public health2021
Seeing the Window, Finding the Spider: Applying Critical Race Theory to Medical Education to Make Up Where Biomedical Models and Social Determinants of Health Curricula Fall Short.
Article in Frontiers in public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 1 of them a synthesis that pooled it.
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Who cites it
20 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Embedding structural and social determinants of cardiovascular health into medical education: a systematic review of pedagogical frameworks.Frontiers in medicine · 2026Pooled it
- Racism and anti-racism in medical education: a cross-sectional study of Finnish medical students' perspectives.BMC medical education · 2026Article
- Equity, Diversity, and Inclusion in admissions: a critical qualitative inquiry on faculty leaders' perspectives on barriers and facilitators at a Canadian health sciences institution.Canadian medical education journal · 2026Article
- Negotiating responsibility: How German healthcare professionals navigate racism between recognition and resistance.Frontiers in public health · 2026Article
- Pushing for Structural Reforms: Impacts of Racism and Xenophobia upon the Health of South Asian Communities in Ontario, Canada.International journal of environmental research and public health · 2025Article
- Fulfilling First Nations health, cultural safety and equity accreditation standards in primary medical education: reflections from a First Nations desktop review team.The Medical journal of Australia · 2025Article
- Teaching Internal Medicine Residents to Critically Appraise the Role of Race in Pulmonary Function Testing.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology.Journal of general internal medicine · 2025Article
- Transforming Science Research Through Liberatory Race-conscious Mentorship: The BUILD PODER Professional Development Modules.The chronicle of mentoring & coaching · 2024Article
- Primus Inter PARES: First among equals-practical strategies for young adult PAtient RESearch partners (PARES) by young adult PARES.Research involvement and engagement · 2024Article
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- Mapping the Distance: From Competence to Capability.ATS scholar · 2023Article
- Determinants of Inequities in Neurologic Disease, Health, and Well-being: The NINDS Social Determinants of Health Framework.Neurology · 2023Article
- Whose Knowledge Heals? Transforming Teaching in the Struggle for Health Equity.Health education & behavior : the official publication of the Society for Public Health Education · 2023Article
- Multidimensional Approaches to Understanding Structural Racism's Impact on Type 1 Diabetes.Pediatrics · 2023Article
- Intersectionality in Medical Education: A Meta-Narrative Review.Perspectives on medical education · 2023Review
- Shaping undergraduate public health education through critical race theory: a case study.Frontiers in public health · 2023Article
- Critical Race Theory for Public Health Students to Recognize and Eliminate Structural Racism.American journal of public health · 2022Article
- Racial and oral health equity in dental school curricula.Journal of public health dentistry · 2022Article
- Commentary: Complex Attention-Deficit Hyperactivity Disorder is Inherently Intersectional.Journal of developmental and behavioral pediatrics : JDBPArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
A professional and moral medical education should equip trainees with the knowledge and skills necessary to effectively advance health equity. In this Perspective, we argue that critical theoretical frameworks should be taught to physicians so they can interrogate structural sources of racial inequities and achieve this goal. We begin by elucidating the shortcomings in the pedagogic approaches contemporary Biomedical and Social Determinants of Health (SDOH) curricula use in their discussion of health disparities. In particular, current medical pedagogy lacks self-reflexivity; encodes social identities like race and gender as essential risk factors; neglects to examine root causes of health inequity; and fails to teach learners how to challenge injustice. In contrast, we argue that Critical Race Theory (CRT) is a theoretical framework uniquely adept at addressing these concerns. It offers needed interdisciplinary perspectives that teach learners how to abolish biological racism; leverage historical contexts of oppression to inform interventions; center the scholarship of the marginalized; and understand the institutional mechanisms and ubiquity of racism. In sum, CRT does what biomedical and SDOH curricula cannot: rigorously teach physician trainees how to combat health inequity. In this essay, we demonstrate how the theoretical paradigms operationalized in discussions of health injustice affect the ability of learners to confront health inequity. We expound on CRT tenets, discuss their application to medical pedagogy, and provide an in-depth case study to ground our major argument that
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