W26 – In Process: Lessons Learned from Developing an Antiracism Process-Based Curriculum for Psychiatry Residents

W26 – In Process: Lessons Learned from Developing an Antiracism Process-Based Curriculum for Psychiatry Residents

Saturday, Oct. 21
10:45 – 11:45 (1 hr)
Meeting Room: Parksville (3rd floor – North Tower)
Xin Qiang Yang*, MD, MSc; Catherine Ouellet, ; Sarah Hanafi, ; Laurence Ducharme, ; Miranda Sanokho, ; Zoe Thomas, ; Nabila Boudef, ; Amanda Sky Domingues-Udovicic,
Supported by the Structural Racism and Discrimination Task Force

CanMEDS Roles:

  1. Health Advocate
  2. Professional
  3. Communicator

At the end of this session, participants will be able to: 1) Describe the negative mental health outcomes associated with implicit racist bias and explain the role of process-based learning in antiracism education; 2) List educational techniques used in process-based antiracism education; and 3) Identify preliminary steps towards integrating elements of antiracism education in their respective settings.

In response to resident feedback about the dearth of antiracism education, the McGill University psychiatry program piloted an antiracism process workshop for residents, which was first offered in the fall of 2022. Resident feedback was collected to evaluate the workshop and disseminate findings.
This CPA workshop will initially highlight the importance of process-based antiracism education, reviewing the literature around negative health outcomes associated with implicit bias and pitfalls associated with purely didactic equity training. The workshop will then describe how the McGill process curriculum was developed, outlining practical steps taken. The workshop will provide an overview of the four sessions, including specific pedagogical techniques that were used, such as self-reflection, case discussion, role play, and mindfulness. We will also share resident feedback, in order to underscore successful aspects of the curriculum and areas for improvement. Our preliminary results suggest positive experience in the antiracism curriculum, due to the creation of a safe, nonjudgemental space within which to develop awareness of one’s own cultural identity and biases and their influences on clinical practice. Logistics, however, proved challenging.
The final 20 minutes of the workshop will be devoted to participant self-reflection and discussion around the pertinence, as well as the feasibility, of implementing a similar antiracist educational initiative in their local setting.


  1. Williams DR, Etkins OS. Racism and mental health. World Psychiatry 2021;20(2):194–195.
  2. Hall WJ, Chapman MV, Lee KM, et al. Implicit racial/ethnic bias among health care professionals and its influence on health care outcomes: a systematic review. Am J Public Health 2015;105(12):e60–76.