Talk the Talk, Heal the System: Social Justice Rounds in Action
by Terry Kind, M.D., MPH | October 6, 2025
Article Citation: Hayes K, Szymusiak J, McCormick A. A clinical antiracism curriculum for third-year medical students to bring antiracist principles to the bedside. J Hosp Med. 2024 Jul;19(7):610-615. doi: 10.1002/jhm.13327.
What is this article about?
The authors describe the implementation of Social Justice Rounds (SJR) for third-year medical students during their pediatric clerkship. The goal of SJR rounds was to integrate antiracist and health equity principles into the daily clinical workflow, creating space for real-time reflection and bedside discussion of inequities experienced by patients and the effect this has had on their interactions with the healthcare system. After participating in relevant faculty development, hospitalists facilitated these brief (15-30 minute) rounds during students’ 3-week inpatient pediatric rotations. A pre-post survey design measured changes in students’ self-reported frequency and comfort with conversations about racism in medicine and health equity.
Why should you read the article?
This study provides evidence-based insight into how structured, brief interventions like SJR can increase engagement with diversity, equity and inclusion topics (see AAMC’s competencies across the continuum) in clinical settings. It shows that even short, intentional conversations can make students more comfortable discussing racism and equity—both with their teams and with patients.
How can you use this article?
This curriculum offers a practical model for embedding social justice into clinical education, building on preclinical content and reinforcing these principles in real-world contexts. Educators might consider adapting SJR to other clerkships or specialties, and exploring its long-term impact on learners, educators, and patient care. The study also raises important questions: Does increased comfort lead to better advocacy or improved outcomes? What faculty development is needed for social justice topics? How can we sustain these conversations beyond the clerkship?
Review Author: Terry Kind, M.D.MPH; Professor of Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, DC. Organization: Council on Medical Student Education in Pediatrics