Register for live facilitated session

The NAMCC is excited to start offering live (virtual), facilitated courses to select programs! We have heard from many program directors that they would like to incorporate more anti-racism related content into their curriculum but are lacking the resources to implement desired reforms. We are seeking to alleviate the resource burden on training programs by offering live sessions focused on various anti-racism topics. If there are didactic slots related to anti-racism content that need to be filled, the NAMCC can be a resource for providing facilitators / instructors.

All of our NAMCC instructors are skilled clinician educators. Our modules and courses have been successfully piloted for residents and faculty at Georgetown University, the University of Oklahoma School of Community Medicine, and others, with over 200 residents and faculty having taken courses. 90% of learners found the sessions to be effective. Residents who take courses will be kept within their cohorts by institution. Program directors will receive reports that include each trainee’s attendance and assessments from the course.

See below for a list of course offerings with associated learning objectives. Each course is accompanied by one of our interactive self-study modules. Our instructors can be flexible to your program’s didactic schedule. We will supply virtual links, materials, and live facilitator(s). We look forward to working with you!

Click here to contact us about a live session.

What is Racism?

Learning objectives: By the end of this course, participants will be able to…

  1. Outline the three levels of racism

  2. Examine how the levels of racism operate in a medical context

References:

  • Jones, C. P. (2000). Levels of racism: a theoretic framework and a gardener's tale. American journal of public health, 90(8), 1212.

Structural Racism in Housing Policy

Learning objectives: By the end of this course, participants will be able to…

  1. Describe examples of institutional racism embedded in housing-related policies that have contributed to residential racial segregation

  2. Describe three ways segregated housing impacts health outcomes for African American patients

References:

  • Williams, D. R., & Collins, C. (2016). Racial residential segregation: a fundamental cause of racial disparities in health. Public health reports.

  • Lynch, E. E., Malcoe, L. H., Laurent, S. E., Richardson, J., Mitchell, B. C., & Meier, H. C. (2021). The legacy of structural racism: Associations between historic redlining, current mortgage lending, and health. SSM-population health, 14, 100793.

Responding to Racism from Patients, Families, and Guests

Learning objectives: By the end of this course, participants will be able to…

  1. Recognize the prevalence and impact of racial violence from patients

  2. Respond to racial violence from patients in a direct and timely way

References:

  • Williams, J. C., & Rohrbaugh, R. M. (2019). Confronting racial violence: resident, unit, and institutional responses. Academic medicine, 94(8), 1084-1088.

  • Paul-Emile, K., Smith, A. K., Lo, B., & Fernández, A. (2016). Dealing with racist patients. New England J. Med., 374, 708.

History of Racism in Medicine

Learning objectives: By the end of this course, participants will be able to…

  1. Name at least two historical examples of racism in medicine or ways in which medical advancement was at the direct expense of black bodies (eg. Drapetomania, J. Marion Sims, Protest Psychosis, etc.)

  2. Explore racism in medical education and how the lack of POC in psychiatry can contribute to mistrust by black patients

References:

  • Adeponle, A. B., Thombs, B. D., Groleau, D., Jarvis, E., & Kirmayer, L. J. (2012). Using the cultural formulation to resolve uncertainty in diagnoses of psychosis among ethnoculturally diverse patients. Psychiatric Services, 63(2), 147-153.

  • Bourgois, P., Holmes, S. M., Sue, K., & Quesada, J. (2017). Structural vulnerability: operationalizing the concept to address health disparities in clinical care. Academic medicine: journal of the Association of American Medical Colleges, 92(3), 299.

Structural Racism in Substance Abuse Treatment

Learning objectives: By the end of this course, participants will be able to…

  1. Recognize manifestation of structural racism within addiction treatment

  2. Explore how racism contributed to the differences in political and public health response to public health crisis (e.g., cocaine and opiate epidemics)

References:

  • Hansen, H. B., Siegel, C. E., Case, B. G., Bertollo, D. N., DiRocco, D., & Galanter, M. (2013). Variation in use of buprenorphine and methadone treatment by racial, ethnic, and income characteristics of residential social areas in New York City. The journal of behavioral health services & research, 40(3), 367–377. https://doi.org/10.1007/s11414-013-9341-3

  • Netherland, J., & Hansen, H. B. (2016). The War on Drugs That Wasn't: Wasted Whiteness, "Dirty Doctors," and Race in Media Coverage of Prescription Opioid Misuse. Culture, medicine and psychiatry, 40(4), 664–686. https://doi.org/10.1007/s11013-016-9496-5

Addressing Structural Racism in School Environments

Learning objectives: By the end of this course, participants will be able to…

References:

  • Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children, 117-136.

  • Rocque, M., & Paternoster, R. (2011). Understanding the antecedents of the" school-to-jail" link: The relationship between race and school discipline. The Journal of Criminal Law and Criminology, 633-665.

Healthcare Advocacy & Activism

Learning objectives: By the end of this course, participants will be able to…

  1. Recognize that advocacy is a core professional responsibility of healthcare professionals

  2. Recognize distinctions between advocacy and activism and the mutually reinforcing nature of both efforts

  3. Recognize ethical considerations in healthcare advocacy

  4. Identify opportunities for everyday advocacy and organizational partnership in their current work / home environment

References:

  • Griffith, D. M., Mason, M., Yonas, M., Eng, E., Jeffries, V., Plihcik, S., & Parks, B. (2007). Dismantling institutional racism: theory and action. American Journal of Community Psychology, 39(3), 381-392.

Stigmatizing Language in the Medical Chart and Oral Presentations

Learning objectives: By the end of this course, participants will be able to…

  1. Reflect on their own practice, potential problems, and potential utility of racial identification in the medical chart

  2. Identify the connections between the historical meanings assigned to race and their contemporary significance in clinical practice

  3. Explain racial health disparities as products of social inequality and structural racism (e.g. housing, education, health care, racism, differential treatment) rather than products of inherent biological differences

References:

  • Nawaz, H., & Brett, A. S. (2009). Mentioning race at the beginning of clinical case presentations: a survey of US medical schools. Medical education, 43(2), 146-154.

  • Balderston, J. R., Gertz, Z. M., Seedat, R., Rankin, J. L., Hayes, A. W., Rodriguez, V. A., & Golladay, G. J. Differential Documentation of Race in the First Line of the History of Present Illness. JAMA Internal Medicine.

  • Balderston, J. R., Gertz, Z. M., Seedat, R., Rankin, J. L., Hayes, A. W., Rodriguez, V. A., & Golladay, G. J. Differential Documentation of Race in the First Line of the History of Present Illness. JAMA Internal Medicine.

Re-thinking Core Values: How Medical “Professionalism” Perpetuates Discrimination against Black, Indigenous, and People of Color (BIPOC)

Learning objectives: At the conclusion of this session, each participant will be able to:

  1. Recognize medical professionalism as a fluid and historical notion that has been largely based on white-dominant culture and norms

  2. Recognize that professionalism concerns and citations are disproportionately deployed to assimilate and “correct” BIPOC individuals while privileging traditionally white cis/heteronormative cultural values and norms

  3. Describe, through a series of case vignettes, ways in which medical “professionalism” can perpetuate discrimination against BIPOC individuals

References:

  • Alexis, D. A., Kearney, M. D., Williams, J. C., Xu, C., Higginbotham, E. J., & Aysola, J. (2020). Assessment of Perceptions of Professionalism Among Faculty, Trainees, Staff, and Students in a Large University-Based Health System. JAMA network open, 3(11), e2021452-e2021452.

  • Birden, H., Glass, N., Wilson, I., Harrison, M., Usherwood, T., & Nass, D. (2014). Defining professionalism in medical education: a systematic review. Medical teacher, 36(1), 47-61.