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Journal of Medical Education

Abstract

Background: The disproportionate morbidity and mortality from the COVID-19 pandemic in communities of color in the USA, combined with the May 2020 murder of George Floyd triggered a national outcry against systemic racism. US medical education regulatory agencies, and students from around the country joined in the call for diversity, equity, and inclusion curriculum reforms. This prompted the formation of a Texas A&M University College of Medicine anti-bias curriculum committee of students, staff, and faculty, charged with a comprehensive review targeted at developing a transformative and organizational level diversity, equity, and inclusion curriculum. Methods and Results: A framework for the curriculum was developed. It envisaged a total organizational change through organizational learning in a longitudinal curriculum with transformational capacity to impact students, staff , and faculty. Following student feedback survey with Focused Group Discussion (FGD), the curriculum philosophy, vision, mission, goals/learning outcomes, curricular content, strategy, delivery, assessment, and evaluation modalities were defined. The innovative features of this curriculum include its integrated and longitudinal structure, broad organizational involvement and participation, periodic evaluation with active student participation, and personalized learning with ipsative assessment consistent with competency-based learning principles. Conclusions: Properly delivered and administered, it is envisaged that this curriculum would significantly impact healthcare disparities within the medical school and its clinical affiliates and thus represent a potential reference model for diversity, equity, and inclusion curricula nationwide, and possibly globally.

First Page

26

Last Page

40

DOI

10.6145/jme.202303_27(1).0001

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