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Grand Rounds: Health Inequities and Anti-Racism: Improving Healthcare Through Enterprise Transformation and Cultural Humility


By Margaret Larkins-Pettigrew, MD, MEd, MPPM, FACOG , Chief Clinical Diversity, Equity and Inclusion Officer, Professor of Obstetrics/Gynecology, Allegheny Health Network and Highmark Enterprise

Objectives (Educational Content) :

1. Recognize and examine the root causes of bias that may result in unanticipated pain points and poor patient outcomes. 2. Explore data that supports the intentional focus on anti-racism. 3. Describe the Transformational Pillars of Health Equity Model. 4. Analyze the role that cultural humility can play in improving patient-clinician relationships, ultimately improving patient outcomes.

Target Audience:

General pediatricians, family physicians, nurse practitioners, physician assistants, social workers, psychologists, and nurses.

Identified Gap:

Methods to improve patient outcomes through intentional focus on anti-racism.

Estimated Time to Complete the Educational Activity:

1 hour(s)

Expiration Date for CE/CME Credit:


Method of Participation in the Learning Process:

The learner will view the presentation, successfully complete a post-test and complete an activity evaluation.

Evaluation Methods:

All learners must successfully complete a post-test, as well as an activity evaluation, to claim CE/CME credit.


The speaker, Margaret Larkins-Pettigrew, MD, has returned the disclosure form indicating there are no relevant financial or other relationships with any commercial interests.

Accreditation Statement:

Children’s Hospital Medical Center of Akron is accredited by the Ohio State Medical Association to provide continuing medical education for physicians.

CHMCA designates this enduring material activity for a maximum of 1.0 AMA PRA Category 1 Credit TM.  Physicians should only claim the credit commensurate with the extent of their participation in the activity.


Tervalon M, Murray-Garcia J: “Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education, “Journal of Health Care for the Poor and Underserved 1998; 9(2):117-124

500 Cities Project: Local Data for Better Health s/rdPage.aspx? rdReport=DPH_ 500_Cities.Inte ractiveMap&isl Categories=HLT HOUT&islMeas ures=ARTHRITI S&islStates=42 &rdRnd=37964

THE AMERICAN ACADEMY OF PEDIATRICS: Volume 144, Issue 2: August 2019

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The five differences are:
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