How to Eliminate a Deficit-Centered Mindset About Medical Students of Color

Dados Bibliográficos

ID15744480
AutoresMartha L Elks (0000-0003-2239-025X, Morehouse School of Medicine, autor correspondente), Zita Lazzarini (UConn Health), Cinnamon Bradley (Morehouse School of Medicine)
Ano2021
Volume23
Fascículo12
PáginasE975-980
Data de publicação2021-01-12
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe AMA Journal of Ethic (JOURNAL)
Identificadores do periódicoISSN: 2376-6980 • E-ISSN: 2376-6980
EditoraAmerican Medical Association (PUBLISHER • US)
DOI10.1001/amajethics.2021.975
PMID35072614
OpenAlexW3214825217
IdiomaEN
Citações recebidas2
Referências citadas6

Approaches to responding to racial and ethnic health inequity in the United States have had limited impact over the past 40 years. Efforts to increase the number of medical students of color are undermined by hyperfocus and overreliance on and misinterpretation and misuse of standardized examination scores. Structural racism and persistence of deficit-focused interventions undermine appreciation of the value that students and physicians with minoritized identities bring to medicine and to US health care's systemic capacity to motivate equity

Attention deficit disorder · Mathematics education · Mindset · Psychiatry · Computer Science · Diversity and Career in Medicine · Innovations in Medical Education · Medical Education and Admissions · Psychology · Artificial Intelligence