Date of Award

Spring 2-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

EVMS School of Health Professions

Program/Concentration

Medical and Health Professions Education - Contemporary Human Anatomy Education Concentration

Committee Director

Tiffany Wiggins

Committee Member

Amanda Burbage

Committee Member

Jessica Byram

Abstract

This study examines the lived experiences of Black medical students navigating racial bias in gross anatomy, a foundational course in medical education. While curricula often center white bodies and associate race with pathology, this "hidden curriculum" perpetuates biases, undermines equitable care, and alienates underrepresented groups. Semi-structured interviews with eight Black medical students were analyzed using interpretative phenomenological analysis, identifying five key themes: 1) The impacts of representation in medical education, both positive and negative, 2) Bias and hidden curriculum contribute to stereotypes, 3) Academic and interpersonal pressures increased the load on Black medical students, 4) Black community resilience and coping mechanisms for success in medical school, 5) Faculty and institutional support is needed for Black medical students. Findings emphasize the need for diverse faculty, inclusive teaching materials, and addressing systemic inequities to foster equity and improve cultural competence, benefiting all medical students and enhancing care for diverse populations.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/tq5j-4981

ISBN

9798310397965

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