Brooke Cunningham, MD, PhD, is a general internist, a sociologist, and an assistant professor in the University of Minnesota Department of Family Medicine and Community Health.
Dr. Cunningham uses mixed methods to examine factors at both the provider and organizational levels that impede or facilitate efforts to address health equity, including how health care workers make sense of race and frame the causes of and solutions to racial disparities in health and health care.
She teaches a course on race to first-year medical students and has been invited to speak to students and faculty from other medical schools about race and medicine.
Dr. Cunningham practices internal medicine at the Community-University Health Care Clinic (CUHCC), a federally-qualified health clinic in Minneapolis that serves a diverse patient population, most of whom live in poverty.
Assistant Professor, Department of Family Medicine and Community Health
MD, University of Pennsylvania
Internal Medicine Residency Program, Duke University
Postdoctoral Fellow in General Internal Medicine, Johns Hopkins School of Medicine
Greenwall Fellow in Bioethics and Health Policy, Berman Institute of Bioethics, Johns Hopkins University
Academy Health Delivery System Science Fellow, Media Research Institute
PhD, Sociology, University of Pennsylvania
Research Funding Grants
- 2016-18, U of M CTSI Pre-K Award
Purpose: Conduct a systematic review of interventions conducted with health care personnel to promote engagement with race, racism, or racial disparities in health and to develop a scale to measure providers’ psychological safety and perceptions of organizational culture in relation to racial health and health care disparities.
- 2015-17, U of M Office of the Vice President for Research
Title: “From 0 to 100: Building Strong Positive Organizational Climates for Health Equity”
Purpose: Use qualitative methods to identify the domains of health equity climate, by contrasting a local safety net health system—which has recently decided to elevate health equity—to health systems which are considered “best in class.”
- 2015-16, U of M Serendipity Grant
Title: “Come Step in It: Real Talk about Race”
Purpose: Use participatory action research to develop an intervention to promote effective dialogues about race in health care.
- 2015-20, NHLBI
Title: “The Impact of Residency Factors on Racial, Size, and LGBT Bias in Physician Trainees”
Purpose: This study is part of a program of research intended to evaluate and improve the degree to which physician training promotes physicians’ ability to provide equally high quality and patient-centered care to all patients regardless of their race or ethnicity, size, or sexual orientation.
- 2013-17, VA Health Services Research & Development
Title: “Motivating Providers to Reduce Disparities in Their Own Practice”
Purpose: Develop and test communication strategies to motivate VA providers to prevent racial health care disparities.
Perry S, Hardeman, R, Burke S, Cunningham B, Burgess D, van Ryn M. The impact of everyday discrimination and racial identity centrality on African American medical student well-being: A report from the Medical Student CHANGE Study. J Racial Ethn Health Disparities. 2016;3(3):519-26.
Cunningham BA. Race: a starting place. Virtual Mentor. 2014;16(6):472-8.
Cunningham, B. Race and Ethnicity Data Collection: Beyond Standardization. Washington, DC: Joint Center for Political and Economic Studies; 2012. Available at: http://jointcenter.org/research/race-and-ethnicity-data-collection-beyond-standardization