How Health Professions Educators Can Mitigate Underrepresented Students' Experiences of Marginalization: Stereotype Threat, Internalized Bias, and Microaggressions

摘要

Although often well-intentioned, academic health centers struggle to support underrepresented minority (URM) students entering the health professions. Recognizing the essential role of faculty, a series of workshops presented in four blocks across a 10-month period was created to enhance their knowledge and compassion about the challenges URM students face. This venue provided the opportunity for faculty to establish, create, and share best practices related to student success. Focusing on the experiences that tend to marginalize URM students may help health professions faculty to identify those at academic risk and to maintain a toolbox of best practices to help them to achieve their full potential. Ongoing faculty development is an effective, low-cost strategy to achieve a diverse health professions workforce.