Critical Race Training in Education

Vanderbilt University School of Medicine

Medical School

Mailing Address
1161 21st Ave S # D3300
Nashville, Tennessee 37232
Phone
(615) 322-2145
School Information
"The Vanderbilt University School of Medicine administers degree programs that provide students with the knowledge, skills, and attitudes they will need to practice safe, effective, ethical, evidence-based, and patient-centered health care in the 21st century, and to contribute to the knowledge base supporting it...The vision of Vanderbilt University School of Medicine is to shape a future in which all persons reach their full health potential. The core values of Vanderbilt University School of Medicine are integrity, inclusion, humility, equity, mutual respect, and excellence." The university enrolls over 400 students and employs over 2,700 full-time faculty. (Source: https://medschool.vanderbilt.edu/about-the-school/) (Source: https://www.usnews.com/best-graduate-schools/top-medical-schools/vanderbilt-university-04109)
General Information
Vanderbilt University School of Medicine's Office of Health Sciences Education will, “Provide anti-racism education to all incoming first year medical students. Integrate content on racism and racial equity into the medical school curriculum” by “Utilizing the book, ‘Black Death at the Golden Gate,’ as a platform for facilitated discussion among the incoming first year students about the parallels and the role(s) of physicians in healthcare, discovery, advocacy, anti-racism, and public health in their Learning Community sessions during the Foundations of the Profession course of the first week of medical school.” Additionally, the Racial Equity Task Force recommended that the school, “Integrate structural racism as a core competency for students in all VUS graduate programs.” See developments below:

Activity

  • Symbolic Actions

    The school established a “Racial Equity Task Force.”

  • Curriculum Changes and Requirements

    The school will, “Take steps within the Office of Health Sciences Education (OHSE) to reassert the medical center’s commitment to an inclusive learning environment, and to identify gaps and opportunities to embed structural racism, racial equity and health inequities in the health professions curriculum.”

  • Curriculum Changes and Requirements

    The school will, “Prepare OHSE leaders to facilitate discussions on race, racism and racial equity, and to critically review the curriculum for stereotypes, misinformation, and race-based medicine.”

  • Anti-Racism, Bias, and Diversity Training

    The school will, “As noted above, provide anti-racism education to all incoming first year medical students.”

  • Curriculum Changes and Requirements

    The school will, “Integrate content on racism and racial equity into the curricula of all School of Medicine programs.”

  • Resources

    The school will, “Evaluate the Foundations of Healthcare Delivery and Learning Communities for opportunities to broaden content on racial equity and health inequities.”

  • Curriculum Changes and Requirements

    The school will, “Expand the Office of Health Equity and related programs to increase the availability of racial equity resources available, including anti-racism training, unconscious and implicit bias training, cultural humility training, racial equity consultants, and tools to evaluate policies, practices, curricula, and other systems.”

  • Symbolic Actions

    The Racial Equity Task Force recommended that the school, “Create a task force to document and publish Vanderbilt’s history of racism, discrimination, and social justice efforts.”

  • Anti-Racism, Bias, and Diversity Training

    The Racial Equity Task Force recommended that the school, “Implement enterprise-wide anti-racism and racial equity education and training.”

  • Disciplinary Measures

    The Racial Equity Task Force recommended that the school, “Implement an enterprise-wide, multi-modal reporting system in which employees, students, and patients can report bias-related incidences, discrimination, racism, micro-and macro-aggressions, and racial abuse.”

  • Faculty/Staff Requirements

    The Racial Equity Task Force recommended that the school, “Mandate that all managers participate in training that will provide skills in conflict resolution; how to handle reports of racism, discrimination, micro-and macro-aggressions; and how to create a safe space for staff to report these.”

  • Curriculum Changes and Requirements

    The Racial Equity Task Force recommended that the school, “Integrate structural racism as a core competency for students in all VUS graduate programs.”

  • Program and Research Funding

    The Racial Equity Task Force recommended that the school, “Establish the infrastructure (e.g., a Center for Research Equity). to cultivate a research community will catalyze research that addresses health inequities.”

  • Resources

    The school’s Office of Health Sciences Education will, “Develop an anti-racism curriculum/journal club for the education leadership team (including the Senior Associate Dean for Health Sciences Education, Associate Deans for Student Affairs, UME and GME, Assistant Deans, admissions leadership and the SOM Office of Enrollment Services leadership, CBO and her leads, MSTP leadership, etc.).”

  • Resources

    The school’s Office of Health Sciences Education will, “Engage students, faculty and staff to identify opportunities to make the learning environment more inclusive, specifically for racial minority groups, and embed additional content on racial equity and health inequities.”

  • Anti-Racism, Bias, and Diversity Training

    The school’s Office of Health Sciences Education will, “Provide anti-racism education to all incoming first year medical students. Integrate content on racism and racial equity into the medical school curriculum” by “Utilizing the book, ‘Black Death at the Golden Gate,’ as a platform for facilitated discussion among the incoming first year students about the parallels and the role(s) of physicians in healthcare, discovery, advocacy, anti-racism, and public health in their Learning Community sessions during the Foundations of the Profession course of the first week of medical school.”

  • Curriculum Changes and Requirements

    The school’s Office of Health Sciences Education will, “Perform a systematic look across the Foundations of Healthcare Delivery and Learning Communities core content areas for opportunities to broaden incorporation of racial equity and health inequities content into those courses.”

  • Curriculum Changes and Requirements

    The school’s Office of Health Sciences Education will, “Consider the formalization of a racial equity and health inequities thread across the entire UME curriculum to accomplish true integration of the confrontation of racial inequities into the MD curriculum.”

  • Curriculum Changes and Requirements

    The school’s Office of Health Sciences Education will, “Incorporate curricular components on confronting racial inequities across all three phases of the medical school curriculum (Foundations of Medical Knowledge, Foundations of Clinical Care, and Immersions), including the creation of a half-day session on confronting racial inequities within the Foundations of the Profession course.”

  • Resources

    The Office of Health Equity offers an “Anti-Racism Resource Guide,” including Ibram X. Kendi’s “How to Be an Antiracist” and Robin DiAngelo “White Fragility: Why It’s So Hard for White People to Talk about Racism.”

  • Resources

    The Department of Basic Sciences offers “Anti-Racism Resources,” including Ibram X. Kendi’s “How to be an Antiracist” and Robin DiAngelo’s “White Fragility.”

  • Symbolic Actions

    The Medical Scientist Training Program said, “MSTP Anti-racism, Diversity, and Inclusion (ADI) Council was established to work towards promoting equity, diversity, inclusion, belonging, and justice in our program.”

  • Resources

    The Medical Scientist Training Program’s Antiracism, Diversity and Inclusion (ADI) Council hosted an event called “Perpetuating Harm: A study of White supremacy from eugenics to modern genomics.” The description partially reads, “Through this discussion, MSTP students were challenged to think about the effects of systemic racism and specifically how this system informs our research and patient interactions as future physician-scientists.”

  • Curriculum Changes and Requirements

    Medical Student Affairs is looking to incorporate “continuous curriculum components that explore structural racism and its intersection with medicine through lectures, discussions, and case-based learning.”

  • Curriculum Changes and Requirements

    Medical Student Affairs is looking to work “with course directors to add health equity and community-based research principles into introductory research courses.”

  • Resources

    The school awards Levi Watkins, Jr. Student Awards for student diversity, equity, and inclusion initiatives. In November of 2021, the school highlighted two recipients and their DEI efforts on its social media.

  • Curriculum Changes and Requirements

    In October of 2021, the school announced the creation of the Certificate in Health Equity program on its Facebook page.

  • Symbolic Actions

    On April 20, 2021, the school re-posted Vanderbilt University’s response to the Derek Chauvin verdict on Facebook.

  • Symbolic Actions

    In April of 2021, the school announced on social media that it had renamed a street, with the street’s new name being Vivien Thomas Way.

  • Resources

    The school has hosted the annual Harold Jordan Diversity and Inclusion Lecture since 2019.

Last updated February 19th, 2022