Medical Bias and Covid-19

Given the Past, What Should Be Done to Ensure Equitable Outcomes in Healthcare?

The prevalence of medical bias in America has a long and problematic history. Issues like denial of consent and medical experimentation on marginalized communities have led many groups to be distrustful of the medical community. In addition, medical bias is linked to a range of negative health outcomes for Black and Brown communities. This all came to the surface during the COVID-19 pandemic as Black and Brown communities were disproportionality affected by the virus and questions arose on how to best serve them. Additional questions such as what is owed to communities of color who have experienced harm in healthcare spaces and how should the medical industry work towards building more positive relationships with people of color?

In the face of these questions, this inquiry provides middle school students with a range of historical and contemporary sources to contemplate possible solutions. These activities culminate in a challenge for students to take action and figure out the best solution for their state, local or national community.

Covid Testing
“If access to healthcare is a human right, who is considered human enough for that right?
Paul Farmer

Helpful Hints

  • Historical Empathy
    • When reading and discussing issues, encourage students to try taking the perspective of people from that time period when discussing point of view.
  • Discussion Questions
    • The discussion questions are the key element of the lessons. It is imperative that students discuss questions amongst themselves with the teacher acting as the facilitator. Please refer to guidelines on transactive discussion tips and techniques.
  • Writing prompts
    • Writing prompts are also key in reinforcing the new information and the discussion that has taken place. The prompts allow students to integrate the perspectives they have heard into a cohesive argument.
    • Make sure students complete writing prompts even if it means assigning the prompt as homework.

Lesson 1: Transactive Discussion Practice

Objectives

  • Students will examine photos related to race and healthcare in the United States of America.
  • Students will learn how to engage in transactive discussions. 

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 2: How Have African Americans Been Impacted by Medical Exploitation and Experimentation?

Objectives

  • Students will explore the history of medical bias and experimentation on African Americans in America.
  • Students will analyze the medical legacies of Dr. J. Marion Sims and Mrs. Fannie Lou Hamer.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 3: What was the Tuskegee Experiment and Its Impacts on the Black Community?

Objectives

  • Students will learn the history and outcomes of the Tuskegee Syphilis study.
  • Students will critically examine materials from the study
  • Students will consider the historical and present-day implications of the study.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 4: How Has Medical Bias Harmed Women and Girls of Color?

Objectives

  • Students will analyze the experiences of girls and women of color who experienced unconsented, coerced, or forced sterilization.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 5: How Did the Civil Rights Movement Change Healthcare in America?

Objectives 

  • Students will describe the relationship between the civil rights movement and the healthcare industry.
  • Students will analyze the effects of civil rights activism on legislative changes in healthcare.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 6: What Are the Current Disparities African Americans Face in Healthcare?

Objectives

  • Students will examine how healthcare disparities impact health outcomes for African Americans and other communities of color.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 7: What Are The Disparities in the Response to COVID-19?

Objectives

  • Students will analyze the racial disparities in the medical response to the COVID-19 pandemic.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

Lesson 8: Take Action!

  • Students will choose a civic engagement activity to advocate on behalf of their positions on the topic at hand.

Standards

  • Common Core: CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.3; CCSS.ELA-Literacy.RH.6-8.4; CCSS.ELA-Literacy.RH.6-8.9;
  • VA Standards of Learning (SOL): VUS.1; VUS.9a; GOVT.1; GOVT.3

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