• Robert M Rock, Vanessa K Ferrel, Chanelle Diaz, Luis González Corro, Oladimeji Oki, Ekua Ansah-Samuels, Qi Gao, Ryung S Kim, and Iman Hassan.
• Research Associate, Department of Medicine, Yale School of Medicine, New Haven, CT, USA. Robertmichaelrock@gmail.com.
• J Gen Intern Med. 2024 Aug 7.

BackgroundHealth equity curricula emphasizing critical pedagogy and centering perspectives of those with marginalized identities, both in curriculum design and execution, have yet to be described in interdisciplinary graduate medical education settings.AimThe application of public health critical race praxis (PHCRP) in the redesign and evaluation of a social medicine immersion month (SMIM) curriculum.SettingA mandatory, 4-week course within the Residency Program for Social Medicine in the Bronx, NY.ParticipantsFirst-year residents in internal medicine, family medicine, pediatrics, and clinical psychology fellows between 2019 and 2020.Program DescriptionResidents and faculty underrepresented in medicine employed PHCRP to ground SMIM in critical pedagogy and structural competency with the goals of increasing critical consciousness, sensitizing trainees to structural barriers faced by patients, and promoting meaningful engagement in advocacy.Program EvaluationSMIM was evaluated pre- and post-curriculum using a validated critical consciousness and intersectionality survey, with additional questions to assess competency and behaviors. Participants also provided course feedback. Participants demonstrated significant increases across all domains of the measure (Racism + 1.62 (p < .01), Classism + 1.62 (p < .05), Heterosexism + 1.06 (p < .05)). Participant feedback was positive.DiscussionPHCRP is a valuable model for designing health equity curriculum. SMIM provides insights for incorporating this framework into GME curricula.© 2024. The Author(s), under exclusive licence to Society of General Internal Medicine.

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