Abstract
Disparities identified in healthcare outcomes and survival during the COVID-19 pandemic have underscored the ongoing need to address healthcare inequities in health professions education (HPE). This article presents an example of a redesign of a program-planning course within a Masters in Health Professions Education program to strengthen it, to center critical consciousness, transformative learning, and experiential learning. Grounded in adult education’s social justice orientation, the course aimed to deepen learners’ understanding of structural and institutional drivers of health disparities. Learners engaged in collaborative projects requiring identification of real-world inequities within their professional contexts and development of actionable program plans. Through iterative analysis, literature reviews, and peer feedback, learners applied program-planning skills while grappling with systemic issues such as racism, gender inequity, and access to care. The course fostered critical reflection and perspective transformation, challenging learners to interrogate assumptions and reimagine their professional roles. Although engaging with inequity-based content presented discomfort and resistance for some, learners demonstrated increased analytical fluency and a commitment to more equitable healthcare practices. This article illustrates how embedding equity-focused frameworks into HPE coursework can cultivate socially responsive healthcare practitioners equipped to design programs that disrupt the status quo and advance health equity.
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