How Educators Are Fostering Antiracist, Anti-Oppressive Learning Spaces in Health Professions Education: A Review of Resources

• In Event: Building Antiracist, Anti-Oppressive Educational Spaces in the Health Professions: Frameworks, Tools, and the Way Forward

Abstract

Introduction
In this presentation we build on a previous paper that identified the need to employ anti-oppressive perspectives in developing curriculum. We will share findings from a review of an open access repository of materials in health professions education (HPE) that support educators in working toward anti-racist, anti-oppressive educational spaces to identify the theoretical perspectives and types of tools and resources.

Educators at all levels of HPE are at risk of experiencing and perpetuating the harmful effects of racism and oppression via interpersonal exchanges and organizational policy or practices. While dissemination of specific tools and implementation strategies is increasing, educators lack comprehensive guidance to foster anti-racism and anti-oppression in HPE environments. This review will inform educators about how the field is evolving.

Methods
We conducted a review of the Anti-Racism and Diversity, Equity, and Inclusion collections in MedEdPortal,25,26 an open access repository of materials in HPE, to find theories, tools, and resources to support educators in working toward anti-racist, anti-oppressive educational spaces. We selected only articles in which faculty were participants. We developed a data charting form that we applied to several articles, then revised for final use. The final form captured key concepts and theoretical frameworks, formats, objectives, audiences, activities, and resources.

Results
The review included 16 articles published 2019-2023. Key concepts and frameworks included anti-racism, structural competency, unconscious/implicit bias, imposter syndrome and belonging, microaggressions, harassment, discrimination, and intercultural sensitivity. Most articles described stand-alone workshops (n=12); only 4 articles described longitudinal formats. All articles had learning objectives focused on individual behavior change, and seven articles had at least one objective for change beyond the individual participant. Four of the articles listed faculty as the sole participants, while the remaining articles included faculty alongside others. Teaching activities included combinations of the following: didactic lectures and presentations, case studies, role-playing, and reflection activities. In addition to teaching materials, supporting resources consisted of communication models (e.g., ERASE, OWTFD, DISRUPT, Microaggressions Triangle Model), selection models (e.g., EACM), inventories (e.g., Implicit Association Test, Anti-racism Behavioral Inventory, Young Imposter Scale), and structured activities (e.g., identity wheels).

Impact
Educators are creating resources with objectives that align with critical theories. However, the use of theory was relatively superficial. Authors could enhance their educational scholarship by connecting theory to learning objectives and teaching activities. The proliferation of tools and models may merit deeper exploration of their underpinnings to better align with theory. There was limited attention beyond individual behavior change; authors should consider increasing focus on larger structural forces including policy, social, and economic factors impacting HPE.

Authors

• Kai Kennedy, University of California - San Francisco

• Patricia S. O'Sullivan, University of California - San Francisco