in the next course cycle. As a result of these efforts, 18 curricular innovations were introduced into six distinct courses. These changes ranged from the inclusion of an additional reading and discussion question in a lesson plan to the incorporation of a new weeklong module critically examining the role of race in clinical research. Taken together, the changes addressed all four of the identified curricular goals. What lessons were learned? Firstly, material on structural racism can be integrated into pre-existing medical curriculum when it is approached creatively and collaboratively. Although the number of topics we wanted to integrate was ambitious, many related issues were already embedded in the curriculum. Our faculty–student teams developed innovative solutions that allowed the teaching of key components of structural racism. Secondly, students can play a vital role in efforts to achieve curricular change, especially when these are related to emerging topics. Although the topic of structural racism was new to a number of our faculty members, the students involved in the initiative had already been exposed through undergraduate studies, prior graduate studies or personal experiences. Medical students therefore offered perspectives that allowed for more effective innovation. Thirdly, there is an urgent need for data. In future projects, it will be critical to develop and pilot systems that measure the effectiveness of different teaching modalities and the impact of teaching about structural racism in medical education.
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