Variability in Pulmonary Function Tests (PFTs) Between White and Black Patients is Not Explained by Environmental Impacts

Introduction: Training in sensitive discussions, such as the topic of race and discrimination, is necessary to help medical students develop skills to forge meaningful patient-physician relationships. However, there is little consensus about how to implement learning activities to promote skill development for use in clinical settings. A pilot activity incorporating a simulated patient encounter was implemented for clerkship phase students to meet the following learning objectives: practice strategies to reject racism expressed by patients and resist acquiescing to demands that certain providers not care for patients because of skin color.
Methods: Students were recruited via email to participate in a 15-minute encounter with a standardized patient (SP) in which the SP dismissed the student’s colleague because of the colleague’s race due to racism. After the activity, a questionnaire was sent to all students in the class; participating and nonparticipating students.
Results: 39% of students participated in the SP encounter. 24% of the class responded to the questionnaire. 90% of respondents reported that learning activities to enhance skill in engaging with patients about racism in the clinical setting is very important. 61% reported that the SP activity allowed them to reflect on the performance and identify areas of strength and areas in need of additional practice. 52% rated the SP encounter as having moderate to major effect on their ability to develop effective patient-physician relationships.
Conclusion: Students' aggregate confidence in their abilities to engage patients in discussions about racism increased after participation in a simulated encounter.

2022 UVA Health Disparities Conference - Plenary Session 1