Director, Medical Student Education, Department of Medicine, Brigham and Women's Hospital
Sonja Solomon, MD
Instructor in Medicine, HMS
Program Director, DGM Primary Care Residency, Department of Medicine, Brigham and Women's Hospital
Alev Atalay, MD
Instructor in Medicine, HMS
Core Medical Educator, Department of Medicine, Brigham and Women's Hospital
Overview: It is our mission to provide equitable care to all our patients, and we are proud when we do so. But how well can we care for, cherish, and partner with our diverse patient populations if we do not care for, cherish, and partner with our diverse trainees and faculty? Although our institutions increasingly voice a commitment to diversity, the experiences of our learners and faculty lead us to ask: is diversity enough? Are we willing to engage deeply in the difficult work of laying bare and dismantling racism in medical education? Are we ready to commit ourselves not just to diversity, but also to equity and inclusion? The medical education literature shows that programs that are thoughtful and deliberate about selection, promotion, mentorship, and community-building have higher rates of trainee and faculty satisfaction and retention. What can we learn and apply from these programs? And what are the areas not yet studied or addressed that call out for our attention?
In this forum's annual literature review session, we will revisit the themes of seeing, naming, and combating racism in medical education that we explored in the February 2019 Medical Education Grand Rounds. We will explore the recent literature to help tackle the question of whether diversity is enough. We will highlight the work of the HMS Health Equity Education Working Group and ongoing work at HMS and HMS-affiliates in this area. In this session, we will have opportunities for discussion to explore the actions we can take to build an environment where all learners and teachers can thrive. Participants should come prepared to share, to listen, and to participate fully in a guided group conversation on where we are and where we should be heading.
Learning Objectives: Upon completion of this session, participants will be able to
Describe structures and practices within our learning environments that may unintentionally promote and foster structural racism;
Explain key observations and innovations in the medical education literature relating to diversity, equity, and inclusion;
Evaluate and support opportunities for collaborative education and future research to dismantle racism and advance equity and inclusion at HMS and beyond.
The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity