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

Bibliographic Data

ID15744480
AuthorsMartha L Elks (0000-0003-2239-025X, Morehouse School of Medicine, corresponding author), Zita Lazzarini (UConn Health), Cinnamon Bradley (Morehouse School of Medicine)
Year2021
Volume23
Issue12
PagesE975-980
Publication date2021-01-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe AMA Journal of Ethic (JOURNAL)
Journal identifiersISSN: 2376-6980 • E-ISSN: 2376-6980
PublisherAmerican Medical Association (PUBLISHER • US)
DOI10.1001/amajethics.2021.975
PMID35072614
OpenAlexW3214825217
LanguageEN
Citations received2
References cited6

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