ArticleBMC medical education2024
Understanding faculty perspectives on health equity curriculum implementation in graduate medical education: a qualitative study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 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
- Assessment of faculty members' perceptions towards community-oriented health professions education in Egypt: a concurrent convergent mixed-methods study.BMC medical education · 2026Article
- Article
- Integrating a Health Equity Curriculum for General Surgery Residents: A Mixed-Methods Study.Journal of surgical education · 2025Article
- Scholars in Health Equity: A Program of Structured Physician Faculty Development.Journal of general internal medicine · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite increased awareness of persistent healthcare disparities, integrating health equity education into medical residency curricula needs urgent expansion. The Accreditation Council for Graduate Medical Education (ACGME) mandates addressing healthcare disparities and social determinants of health, but implementation remains insufficient due to pervasive barriers.
objectiveTo explore residency faculty perspectives at one institution surrounding implementing a health equity curriculum within their programs.
methodsBetween November 2022 and April 2023, qualitative interviews and focus groups were conducted with residency faculty participants (n = 13) from a large academic medical institution. Participants were recruited via an internal email list directory of program directors. Semi-structured sessions explored faculty perspectives on health equity curriculum implementation. Data analysis utilized template analysis and thematic coding.
resultsFaculty perceived barriers included limited time for teaching health equity, challenges in prioritizing health equity content within the curriculum, lack of formal training and expertise, discomfort in leading discussions, and institutional barriers such as resource allocation and lack of buy-in.
conclusionsFindings underscored the need for institutionally supported faculty development and protected learning time for health equity education. Despite participant recruitment and representation limitations, the study provides valuable insights for addressing curricular challenges. This study highlights critical areas for improving health equity curriculum implementation in graduate medical education. Addressing these faculty barriers can enhance resident competency in identifying and addressing healthcare disparities.
trial registrationThe study received approval from the Thomas Jefferson Institutional Review Board (IRB #22E.762).
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.