Document Type
Poster
Preview
Embargo Period
11-1-2021
Publication Date
11-1-2021
College
College of Health Professions
Department
Academic Affairs Faculty
Description
Introduction. Amid the racial unrest stemming from the summer of 2020, many institutions are having difficult conversations about race and the impact of racism. Methods. Interdisciplinary health care students met once a month for one hour to discuss privilege, race/racism, leadership, and advocacy and their influence on health equity. Participants evaluated the program to share their perspectives on each topic. Conventional content analysis of the participants' data revealed several themes concerning topics related to health inequities. Results. Four participants completed PEP, and three participants completed the program evaluation survey (75% response rate). Students described privilege in a positive context, using words like "freedom," "special right/advantage," and "opportunity." Race was viewed as (1) a way to discriminate, (2) a "man-made concept" used to establish racial hierarchy, and (3) insignificant due to complexity of human beings. Program strengths included topics, guest speakers, and open dialogue. Recommended changes included allotting more time for dialogue and increasing the frequency of monthly meetings. Students described their experience in PEP as "eye-opening" and "liberating". Conclusions. To be an influential and empathetic leader in health care, one must understand the impact that privilege and race/racism have on equitable health care. Further, effective leadership and advocacy can facilitate allyship with those whose voices are marginalized. Students in or entering health care professions can benefit from difficult peer discussions about race and privilege
Rights
Copyright is held by the author. All rights reserved.
Keywords
leadership, health equity, students, racism, race, privilege, allyship, academic health sciences, academic health centers, medical schools, peer group, curriculum