This study examines the impact of discussions on racial bias and racial equity on medical students' personal experiences, perceptions of race in healthcare, and approaches to patient care. The study design involved semi-structured interviews with first-year medical students who completed a reading assignment of Dorothy Roberts' "Fatal Invention" and participated in small-group discussions during orientation. These activities provided a platform for students to engage deeply with the material and reflect on their own biases, enhancing their educational experiences and informing their future approaches to patient care. Utilizing the Cultural Humility Framework, we explore how these educational activities fostered self-reflection, awareness of power imbalances, and institutional accountability, ultimately shaping students' readiness to provide equitable and inclusive patient care. Our findings underscore the importance of incorporating racial bias education into medical curricula to prepare future healthcare providers to recognize and address biases, thereby improving patient outcomes and fostering trust within minority communities.