Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty

Date of Review: July, 2023

This curriculum available on MedEd portal, is a dedicated faculty development curriculum on race and racism. It consists of 4 Longitudinal sessions aimed at increasing faculties knowledge and comfort in discussing race and racism, not only with other learners but also with patience and in an advocacy role. The materials included consists of a pre and post survey, as well as surveys following each didactic session. Each didactic session consists of a PowerPoint slide and a facilitator guide, along with breakout session activities. This didactic can be given both virtually and in person and has instructions on how to conduct virtual breakout sessions. This curriculum would be excellent for any health care faculty (medical school, nursing school, pharmacy school, dental school etc) and provides A wealth of examples, discussion points, and interactive activities aimed specifically adult learners and faculty learners. The curriculum can be delivered in four 60 to 90 minute sessions. A limitation of this curriculum is that it would likely take a skilled facilitator to deliver the didactic content, as well as several Co facilitators to moderate the small group sessions. Preparation for presenting the curriculum should include review of the materials, buy-in from leadership, integrating the training into ongoing efforts, and, if possible, compiling a small team of motivated faculty to co-lead the sessions. We recommend maximizing time in the small-group activities and reflection segments, as our participants found these to be of high value.  –Ashley Smith-Nunez, MD, NCEAS [Edited by Dr. Ashti Doobay-Persaud]

Corresponding Author’s Email:



The George Washington University School of Medicine and Health Sciences

Where was the Curriculum Implemented:

Washington DC

Outcomes that Have Been Reported for the Curriculum:

Learner Satisfaction or reaction

Self-reported learner attitude

Self-reported learner knowledge

Self-reported learner behavior in a real patient setting

Knowledge Acquisition (MCQ, IRAT, GRAT)

Outcome and Study Design:


Level of Learner Assessment

Appreciation of content/attitude assessment (self-reflection, blogging with rubric)

Submit a Comment

Your email address will not be published. Required fields are marked *

(your message will only be visible after moderation)