Reimagining Medical Education: The Future of Health Equity and Social Justice. The AMA MedEd Innovation Series

Table of Contents

1 Medicine and Medical Education Otherwise: Speculative Futures of the Healing Professions
2 A Precision Medical Education Approach to Achieving Justice, Equity, Diversity, and Inclusion
3 Creating a More Equitable Medical School Experience: Fostering Well-Being and Inclusivity in Medical Education Through Varied Curricular Timelines
4 From Empathy to Epistemic Justice: Reconceptualizing Disability in Medical Education Using the 4R Model
5 Healing-Centered Pedagogy: Understanding and Addressing Minoritized and Marginalized Trauma, Stress, and Healing in Medical Education
6 Dismantling Ableism in Interprofessional Medical Education to Promote Health Equity for People With Disabilities
7 The “Add-A-Slide” Approach: A Practical Solution for Integrating LGBTQ+ Health Topics into Undergraduate Medical Education
8 Engaging Pediatric Providers in Racial Equity Education: Process, Reflections, and Next Steps
9 Training the 21st-Century Physician: Health Equity Cutting-Edge Technology and Pedagogy, and a Global Perspective
10 Building a Diverse and Equitable Future: The Role of Geographic Information Systems, Spatial Analysis, and Social Justice in Medical Education
11 The Mission-Based Program Model: A Programmatic Framework to Drive Diversity and Health Equity in Medical Education
12 Re-imagining Clinical Interviewing: Bridging the Gap Between Theory and Practice for Equitable Care
13 Community-Directed Graduate Medical Education as a Pathway to Improved Health Equity and Social Justice
14 Social Responsibility as the North Star to Transform Medical Education
15 Leveraging the Underrepresented in Medicine Minority Faculty Experience: A Platform for Addressing Health Equity and Racial Justice in Medical Education
16 Dismantling the Complex Systems of Power and Privilege in Medical Education Through Change Management
17 Reimagining Health Care Professional Education to Embrace Socioeconomically Diverse Learners

Authors

Eduardo Bonilla-Silva James B. Duke Distinguished Professor of Sociology, Duke Trinity College of Arts and Sciences, Durham, NC, USA. Emily A. Haozous Research Scientist, Pacific Institute for Research and Evaluation, Albuquerque, NM, USA. Gerald Kayingo Assistant Dean of Research, Executive Director, Physician Assistant Leadership and Learning Academy, University of Maryland, Baltimore, Maryland. Assistant Dean of Research, Executive Director, Physician Assistant Leadership and Learning Academy, University of Maryland, Baltimore, Maryland William McDade Chief Diversity and Inclusion Officer, Accreditation Council for Graduate Medical Education, Chicago, IL, USA. Lisa Meeks Associate Professor of Family Medicine and Learning, Health Sciences, Meeks Research Group, University of Michigan, Ann Arbor, MI, USA. Ana N��ez Vice Dean, Diversity, Equity and Inclusion, Professor of Medicine, Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis, MN, USA. Toyese Oyeyemi Executive Director, Social Mission Alliance, Washington, DC, USA. Janet Southerland Vice Chancellor Academic Affairs and Chief Academic Officer, LSU Health Sciences Center, New Orleans, New Orleans, LA, USA. Javeed Sukhera Chief of Psychiatry, Hartford Hospital, Hartford, CT, USA.