The Antiracism Learning Groups: A Mixed Methods Evaluation of an Interdisciplinary Antiracism Educational Program in an Academic Psychiatry Department

Background : Within medical education, emerging curricula focus on health equity, social and structural determinants of health, and anti-racism. To deepen anti-racism learning, experiential and longitudinal educational experiences are needed. To address this gap, we describe the implementation and evaluation of an anti-racism learning initiative delivered to psychiatry residents, psychology trainees, faculty, and staff within a large academic psychiatry department. Methods : We outline the conception, development, and design of the Antiracism Learning Groups (ARLGs), highlighting key decisions made to enhance group learning and minimize power hierarchies among interdisciplinary groups. The ARLGs were subsequently evaluated through a mixed methods approach, including pre- and post-program surveys, and focus groups conducted with program participants. We used Welch’s t-tests and Wilcoxon signed rank tests to analyze the pre and post surveys, and the constant comparison method to analyze the focus groups. Results : Findings from the focus groups showed that participants’ experiences in the ARLGs were overwhelmingly positive, with participants sharing important lessons learned, reflecting on how the group setting facilitated their learning, and describing the impact of the key text. Participants described that the ARLGs had lasting professional impacts on clinical work, advocacy, teaching, supervision, and leadership, along with effects beyond professional roles. Focus group findings also demonstrated the challenges of implementing the ARLGs, including sustainability, building community, and engaging participants beyond the formal conclusion of the ARLGs. Survey results showed significantly higher levels of self-reported critical consciousness and anti-racism behaviors at the post-program assessment compared to pre-program. Conclusion : The Antiracism Learning Groups are a novel, interdisciplinary, longitudinal, and experiential anti-racist learning initiative that may be one tool to advance health equity and anti-racism learning within a large academic psychiatry department. This mixed methods analysis highlights important outcomes of the educational program, while describing the challenges faced in sustaining and scaling such programs.