Medical school curriculums may misuse race and play a role in perpetuating physician bias, a team led by Penn Medicine researchers found in an analysis of curriculum from the preclinical phase of medical education. In a perspective piece published Tuesday in the New England Journal of Medicine, the researchers identified five key categories in which curriculum misrepresented race in class discussions, presentations, and assessments. The authors recommend that rather than oversimplifying conversations about how race affects diseases’ prevalence, diagnosis, and treatment, medical school faculty must widen the lens to “impart an adequate and accurate understanding of the complexity of these relationships.”