The Current State of Antiracism Curricula in Undergraduate and Graduate Medical Education: A Qualitative Study of US Academic Health Centers

Gina Fatahi, Maja Racic, Marcos I. Roche-Miranda, Davis G. Patterson, Sean Phelan, Christine A. Riedy, Philip M. Alberti, Stephen D. Persell, Patricia Matthews-Juarez, Paul D. Juarez, Tonya L. Fancher, Irene Sandvold, Nancy Douglas-Kersellius, Chyke A. Doubeni

Research output: Contribution to journalArticlepeer-review


PURPOSE We undertook a study to evaluate the current state of pedagogy on antiracism, including barriers to implementation and strengths of existing curricula, in undergraduate medical education (UME) and graduate medical education (GME) programs in US academic health centers. METHODS We conducted a cross-sectional study with an exploratory qualitative approach using semistructured interviews. Participants were leaders of UME and GME programs at 5 institutions participating in the Academic Units for Primary Care Training and Enhancement program and 6 affiliated sites from November 2021 to April 2022. RESULTS A total of 29 program leaders from the 11 academic health centers participated in this study. Three participants from 2 institutions reported the implementation of robust, intentional, and longitudinal antiracism curricula. Nine participants from 7 institutions described race and antiracism-related topics integrated into health equity curricula. Only 9 participants reported having “adequately trained” faculty. Participants mentioned individ-ual, systemic, and structural barriers to implementing antiracism-related training in medical education such as institutional inertia and insufficient resources. Fear related to introducing an antiracism curriculum and undervaluing of this curriculum relative to other content were identified. Through learners and faculty feedback, antiracism content was evaluated and included in UME and GME curricula. Most participants identified learners as a stronger voice for transformation than faculty; antiracism content was mainly included in health equity curricula. CONCLUSIONS Inclusion of antiracism in medical education requires intentional training, focused institutional policies, enhanced foundational awareness of the impact of racism on patients and communities, and changes at the level of institutions and accreditation bodies.

Original languageEnglish (US)
Pages (from-to)S14-S21
JournalAnnals of family medicine
StatePublished - Feb 2023


  • cur-riculum
  • graduate medical education
  • health equity
  • medical education
  • medical schools
  • pedagogy
  • racism
  • social mission
  • undergraduate medical education

ASJC Scopus subject areas

  • Family Practice


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