• Fernando F Ona, Ndidiamaka N Amutah-Onukagha, Rina Asemamaw, and Anthony L Schlaff.
• F.F. Ona is clinical associate professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. N.N. Amutah-Onukagha is associate professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. R. Asemamaw is DrPH candidate, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. A.L. Schlaff is professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts.
• Acad Med. 2020 Dec 1; 95 (12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S163-S168.

PurposeFaculty from different racial and ethnic backgrounds developed and piloted an antiracism curriculum initially designed to help medical students work more effectively with patients of color. Learning objectives included developing stronger therapeutic relationships, addressing the effects of structural racism in the lives of patients, and mitigating racism in the medical encounter.MethodThe antiracism curriculum was delivered and evaluated in 2019 through focus groups and written input before and after each module. The process and outcome evaluation used a grounded theory approach.ResultsThree emergent themes reflect how medical students experienced the antiracism curriculum and inform recommendations for integrating an antiracism curriculum into future medical education. The themes are: 1) the differential needs and experiences of persons of color and Whites, 2) the need to address issues of racism within medical education as well as in medical care, and 3) the need for structures of accountability in medical education.ConclusionsMedical educators must address racism in medical education before seeking to direct students to address it in medical practice.

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