ArticleJournal of general internal medicine2022
Teaching Health Equity in the Time of COVID-19: a Virtual Look Through the Lens of Structural Racism.
Article in Journal of general internal medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 7 citations in OpenAlex.
- Norm-critical elements in nursing and healthcare education: a scoping review.BMC medical education · 2026Article
- Health equity follows racial equity: learning the impact of historic racism through a summer reading assignment in a graduate public health course.Frontiers in public health · 2025Article
- Crisis as the Catalyst for Meaningful Change.Journal of general internal medicine · 2022Article
Corrections and comments
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionIn the context of marked health disparities affecting historically marginalized communities, medical schools have an obligation to rapidly scale up COVID-19 education through the lens of structural racism.
aimTo develop and implement a virtual curriculum on structural racism in a required COVID-19 course for medical students using "just-in-time" training.
settingAcademic medical institution during the height of COVID-19 in the spring of 2020.
participantsThree hundred ninety-three 3 PROGRAM DESCRIPTION: Three educational sessions focused on (1) racial health disparities, (2) othering and pandemics, and (3) frameworks to address health inequity. The virtual teaching methods included narrated recorded presentations, reflections, and student-facilitated small group dialogue. PROGRAM EVALUATION: In matched pre- and post-surveys, participants reported significant changes in their confidence in achieving the learning objectives and high satisfaction with small group peer facilitation. DISCUSSION: The use of "just-in-time" training exploring the intersection between COVID-19 and structural racism facilitated the delivery of time-relevant and immediately clinically applicable content as students were preparing to re-enter a transformed clinical space. Similar approaches can be employed to adapt to changing healthcare landscapes as academic medical centers strive to build more equitable health systems.
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Registered trials
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