Launching a Longitudinal Asynchronous Anti-Racism Curriculum – Initiative from the STFM Anti-Racism Learning Collaborative
Year: 2024
Type: conference-abstract
Abstract: Context: University of Utah’s Department of Family and Preventive medicine9s (DFPM) strategic plan was revised in 2021 to increase equity, diversity, and inclusion (EDI) across missions. Through the Society of Teachers of Family Medicine Anti-racism Learning Collaborative, a dyad of DFPM family physicians launched a department wide 15-month asynchronous anti-racism curriculum. Objective: To evaluate the anti-racism curriculum’s impact on knowledge, perceptions, and assumptions about structural inequities in DFPM. Study Design and Analysis: Prospective cross-sectional study from Fall 2022 to Winter 2023. Surveys were administered pre- mid- and post-intervention. A formative mixed-methods evaluation process tracked individual change and curriculum effectiveness. Descriptive analysis compared longitudinal observational categorical data. Two-sided, non-parametric and parametric tests were used. Setting: University of Utah DFPM Population Studied: DFPM faculty and staff voluntarily participated. Intervention: Faculty and staff participated in quarterly modules and debriefings. Two modules occurred virtually, two modules were in-person, and the curriculum culminated at the DFPM department retreat with a workshop. Outcome Measures: Assess participants a) change in knowledge of concepts including structural racism, microaggressions, implicit biases b) evaluate the effectiveness of the longitudinal curriculum. Results: Pre-intervention survey had a 46% (n=99/215), mid-survey had a 36% (n=95/266), and post-intervention survey had a 36% (n=95/267) response rate. The percentage of people who strongly agreed that it is important to learn about EDI decreased from 85% pre-intervention to 65% post-intervention (p=0.002). People who saw/observed microaggressions at DFPM decreased from 46% pre-intervention to 36% post-intervention (p=0.106) and people who experienced microaggressions at DFPM decreased from 26% to 19% (p=0.376). There were no significant changes in people’s confidence in identifying or effectively responding to a microaggression directed at themselves or a colleague. Conclusions: This curriculum was originally designed to be completely asynchronous. To increase engagement, the last two modules shifted to in-person trainings. Overall people agreed it is important to learn about EDI, but the percentage of people who strongly agreed decreased. Next step is explore this change of responses through qualitative analysis
Source: The Annals of Family Medicine
Institution: University of Utah
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4404808540