We must fight against the terrifying conquest of health by the radically awakened

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By Dr. Stanley Goldfarb

All Americans should be terrified of what is about to happen in health care. The same radical woke activists who have corrupted K-12 education and public safety are about to force every medical student to learn and practice things that are divisive, discriminatory, and downright dangerous. What happens in medical school will eventually corrupt all health care, and as a longtime medical educator, I call on policymakers to fight back.

The imminent threat comes from the Association of American Medical Colleges. The AAMC, which administers the Medical College Admissions Test, represents 171 U.S. and Canadian medical schools as well as more than 400 teaching hospitals and health systems. One of its main roles is to develop standards for the topics and concepts that medical students should learn. And what are, you ask, the final requirements? You guessed it: diversity, equity and inclusion.

Rolled out in mid-July, these new standards are openly ideological. They will train medical students in political activism as well as medical care. Don’t take my word for it: When announcing the standards, the AAMC President and Chair of its Council of Deans said Awakened Identity Politics “equally deserves the attention of learners and educators at every stage of their career than the latest scientific breakthroughs.”

Medical students will assess how systems of oppression have influenced the history of medicine.
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These standards have sweeping expectations of what medical school graduates, residency graduates, and teaching physicians should know and do. For example, medical school graduates need to be thoroughly familiar with what is called “intersectionality.” This includes “demonstrating[ing] evidence of self-reflection and how personal identities, biases and lived experience” influence clinical practice, as well as identifying “a patient’s multiple identities and how each can lead to varied and multiple forms of oppression” .

Oppression is a recurring theme. Graduates must describe “the impact of various systems of oppression on health and health care,” including “colonialism, white supremacy, acculturation, [and] assimilation.” They must also identify “systems of power, privilege, and oppression,” including “white privilege, racism, sexism, heterosexism, ableism, [and] religious oppression. Once graduates have identified the oppressed, they are expected to practice “covenanting”, which is defined as “recognizing[ing] their privilege” and “to work[ing] in solidarity with oppressed groups in the struggle for justice.

Medical students will learn how to work with patients from marginalized backgrounds.
“White privilege, racism, sexism, heterosexism, ableism, [and] religious oppression. will be reflected in the course.
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Elsewhere, the standards state that graduates must “articulate race as a social construct that is a cause of inequities in health and health care”. And they must look beyond health care itself to “identify and address social risk factors,” such as “food security, housing, utilities, [and] transportation.” Translation: Medical students will be expected to champion political causes that have nothing to do with the treatment of patients.

Expectations of residency graduates and physicians-in-training span these divisive themes. The former must translate concepts like “anti-racism” into clinical practice, which means discriminating on the basis of race, either by offering different levels of access or levels of care. The latter are to be “role models” for medical students, showing them how to “engage with systems to disrupt oppressive practices”. At all levels of medical education, there will be no escape from brainwashing.

I cannot overstate the danger. (And I can also attest, unfortunately, that medical schools are already teaching many of these dangerous concepts.) As I know firsthand, helping medical students learn everything they need is difficult. to succeed as physicians in the care of increasingly complex and ill patients. the patients. The lessons that schools will design to these standards will take up valuable time that students should be spending on real science and hands-on practice. And the harm in the real world will be severe.

Imagine future physicians lecturing patients about their privilege, failing to adequately manage immediate medical needs due to distraction with social issues like housing and employment, and delaying (or even denying) patient care. of certain skin colors in the name of “fairness”. The standards will create physicians who are less prepared for clinical practice and more likely to discriminate in their day-to-day work, ultimately leading to deterioration of care for all patients and less public confidence in this critical and important area. saving.

The awakening conquest of health care is almost complete. Once these principles are implemented, through accreditation standards or postgraduate testing, it will be almost impossible to go back. But that’s the point: the militant crowd has worked hard to capture the commanding heights of medical education because it determines the future of health care.

The only recourse I see is for heads of state to prevent the implementation of the standards or the teaching by medical schools of the underlying concepts. Boards of trustees should step in, legislators should limit funding or outright ban such indoctrination, and governors and attorneys general should take action to protect students. The medical establishment itself is behind the politicized decline of health care, so someone else will have to save it.

Dr. Stanley Goldfarb, former associate dean of curriculum at the Perelman School of Medicine at the University of Pennsylvania, is president of Do No Harm.

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