Description: We conducted a preliminary review of the September 2020, Volume 95, Issue 9S of Academic Medicine: “A Snapshot of Medical Student Education in the United States and Canada: Reports From 145 Schools.” A total of 66 US medical schools were reviewed for their inclusion of content addressing health inequities.

Lessons Learned: Of the 66 medical schools reviewed: 21 schools named addressing health inequities as part of their curricula, and included efforts to address them; 10 schools had aspects of addressing health inequities as part of their curricula, but did not name addressing them as a priority; and 31 schools lacked mention of addressing health inequities as part of their curricula. While service-based learning and mandating clinical experiences in underserved populations are important aspects to medical school curricula, explicitly naming and addressing health inequities, complimented with didactics are crucial to professional development.

Recommendations: We urge other medical schools to prioritize addressing health inequities. Efforts in generating longitudinal curricula addressing health inequities can change medical school culture. Intentional curriculum implementation and evaluation is critical to training future healthcare professionals. Students must not only be able to recognize harmful systems, but also be equipped with the tools to address such disparities.