A recent report alleges the Medical College of Wisconsin (MCW) in Milwaukee compelled its medical students to attend a diversity, equity, and inclusion (DEI) workshop titled “Race Matters” in October 2025. The assignment was embedded in a required professionalism and ethics class called “The Good Doctor” and included mandated reading, a video on racism, and a quiz on equity/diversity awareness.
According to documents obtained by the non‑profit Do No Harm, the workshop’s goals included making students “demonstrate knowledge of inherent biases and how they affect the way we interact with patients and advocate for them.” MCW students were also required to review a resolution from the Wisconsin Public Health Association that declared “Racism is a Public Health Crisis.”
Dr. Stanley Goldfarb, chair of Do No Harm, criticized the workshop, stating that medical schools should focus on cultivating competent physicians rather than “social justice warriors.” He further argued the workshop propagated the “debunked claim that ‘implicit biases’ contribute to health disparities,” which he believes harms the doctor‑patient relationship.
This development has drawn criticism from several education watchdogs concerned about the direction of medical training. They argue that embedding ideological content into core coursework shifts the focus from clinical excellence toward sociopolitical narratives. Critics also question whether mandatory ideological sessions respect the diverse beliefs of students or align with the professional neutrality expected in patient care.
The debate over the MCW workshop reflects a broader national issue. Medical institutions across the country face growing pressure to balance identity-focused education with the core mission of providing unbiased, evidence-based care. The future of medical education will likely depend on how schools respond to these competing priorities.
