(J Med Educ Curric Dev, Sep 2025) co-authored with colleagues from the University of Kansas Medical Center (Maria Alonso Luaces, Margaret Smith, Kristina Bridges, PhD and Carrie L Francis, MD), explores how discussions of race, structural racism, and inequities unfold in medical school learning communities. Through focus groups with 56 medical students and interviews with 9 faculty members, the study identifies key factors shaping antiracism dialogues, including whether structural competency is an explicit outcome, curricular biases, faculty confidence and expertise, perceived responsibility for facilitation, and the implicit rules that shape which knowledge counts. https://journals.sagepub.com/doi/10.1177/23821205251380021
