Training in a segregated health care system means that health professions students and trainees learn bias and experience helplessness and burnout.

One expression of structural injustice in the United States is delivery of health care according to patients’ race and insurance status.

Traditional models of medical education in the US do not teach students to problematize segregation where they train and help care for patients. 

This article considers 1990s and 2000s-era civil rights complaints in NYC and offers legal strategies for scaling health outcomes improvement nationwide.

“Very important persons” care contributes to multitiered, racially segregated health service delivery streams that influence clinicians’ conceptions of what patients deserve from them.

Unchallenged supra-geographic segregation perpetuates racial medical mythology, exacerbates myopia in health professions practice and education, and perpetuates injustice.