Health and Humanities and Social Sciences Professionals’ Perceptions Regarding the Teaching of the Effects of Racism in Medicine: Semistructured Interview Study

Background: In France, as in other countries, health disparities arise from multiple interacting factors, among which racism plays a significant role. Racism affects health through exposure to discrimination-related stress, environmental conditions, differential access to and quality of care, as well as representations and behaviors, some of which are rooted in the historical legacy of colonial medicine. Objective: This study aimed to explore the perspectives of health care professionals and researchers in the humanities and social sciences (HSS) on the core content areas to be defined and the corresponding learning objectives to be established for the development of a curriculum addressing racial discrimination in medicine for undergraduate medical education. Methods: Physicians, psychologists, and researchers in the HSS who had published on the medical care of people from racialized minorities and who had organized or participated in educational initiatives on this topic were recruited. Semistructured interviews were conducted and analyzed using reflexive thematic analysis. Results: This study is the first French study to bring together the experiences of French-speaking experts in this field to inform the development of educational content integrating medicine, psychology, and the HSS. A total of 20 participants were interviewed. Three main themes emerged: (1) teaching how to identify and dismantle stereotypes in clinical practice; (2) teaching the psychological effects of racism and its overall impact on health; and (3) teaching the risks associated with racialized care and so-called colorblind approaches. Participants emphasized the importance of addressing racial stereotypes specific to the French context, such as the "Mediterranean syndrome," situating them within their historical background, and understanding the effects of discrimination on both physical and mental health. A key pedagogical challenge identified was finding a balance between acknowledging geographical or sociological specificities and avoiding culturalist interpretations that overemphasize context. All participants highlighted the necessity of such comprehensive education to ensure patient safety for all. Conclusions: Teaching about the effects of racial discrimination and racism on health should be framed as a core public health issue. Although racial discrimination is influenced by economic, political, and sociological factors that extend beyond the medical sphere, its impact on health is neither inevitable nor immutable and therefore warrants explicit educational attention. From a future perspective, the ongoing French debate regarding the feasibility of conducting epidemiological studies on racial health disparities needs to be addressed to further inform education, research, and policy.