Advancing Health Equity in Education and Practice

When people hear about sickle cell disease, many immediately associate it with Black people, thinking that only they are affected by the disease. According to the American Society of Hematology, the trait for this inherited blood disorder “affects 1 million to 3 million Americans and 8 to 10 percent of African Americans.” Although Black people are at a higher risk than others, many people carry the sickle cell trait including Hispanics, South Asians, Caucasians from southern Europe and people from the Middle East and Mediterranean.

Despite this, sickle cell screening historically was offered exclusively to Black patients. Though this practice has waned, it serves as a stark reminder of the persistence of race essentialism in healthcare — the belief that race should inform how a person is treated in a medical setting.

To improve medical education and practice, the Lerner College of Medicine’s Curriculum Review Clinical Cases Action Group is addressing race essentialism in clinical settings, recognizing its role in healthcare disparities, refining clinical education and fostering healthcare equity.

“We recognize that a component of health disparities stems from how we discuss and learn about race in medical school. We are focusing on those conversations that occur in the clinic,” says Gus Roversi (’24), who has been involved with the group for several years.

The group ensures the appropriate use of race, gender and sexual orientation in clinical case presentations and educational materials. Its members aim to diminish bias and stereotypes prevalent in medical education and translate these efforts into actual medical practice.

“Understanding the ramifications of perpetuating stereotypes and biases is crucial in addressing healthcare disparities,” says Gus.

The impacts of this action group are notable:

• They have created a checklist designed to evaluate bias in medical education.
• They are recruiting third-year student volunteers tasked with reviewing case presentations and educational materials.
• They are assessing the accuracy and relevance of race, gender, sexual orientation and class stereotypes during student block rotations.
• They are conducting surveys to gather student observations and reflections and the impact of stereotype potentiation in the educational setting. Following two block rotations, the group will analyze the qualitative data, consolidating examples and patterns of stereotypes and stigma, and present a comprehensive report to course directors.

The group’s efforts thus far promise to advance health equity, refine educational interventions, expand outreach initiatives and nurture a culture of inclusivity within medical education and practice.

“We have a wonderful group of faculty and students who are passionate about improving equity and inclusion throughout the institution,” says Gus.

One of CCLCM’s 11 diversity, equity and inclusion action groups, the Curriculum Review Clinical Cases Action Group is led by faculty member Mariel Manlapaz, MD, MEd, and student Matthew Schulgit (’26). Learn more about the Curriculum Review Clinical Cases Action Group.