Using an Adaptive Listening Tour and Survey to Promote Faculty Reflection on Diversity, Equity, and Inclusion (DEI) in the Pre-clinical Undergraduate Medical Curriculum
Abstract Descriptive studies regarding how to integrate diversity, equity, and inclusion (DEI) into medical education are lacking. We utilized the AAMC’s Key Steps for Assessing Institutional Culture and Climate framework to evaluate our current curriculum via listening tours (n = 34 participants) and a survey of the 10 pre-clinical block directors, to better understand the opportunities and challenges of improving DEI in the pre-clinical curriculum. Opportunities included diversifying cases and standardized patients, enhancing information on systemic racism and social determinants of health, and increasing racial humility and population genetics/epigenetics training. Faculty had issues with “correct ways” to incorporate DEI and time constraints..
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:34 |
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| Enthalten in: |
Medical Science Educator - 34(2023), 1 vom: 31. Okt., Seite 37-41 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Fadul, Nada [VerfasserIn] |
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| Links: |
Volltext [lizenzpflichtig] |
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| Themen: |
Curriculum |
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| Anmerkungen: |
© The Author(s) under exclusive licence to International Association of Medical Science Educators 2023 |
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| doi: |
10.1007/s40670-023-01924-7 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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SPR055201849 |
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| 520 | |a Abstract Descriptive studies regarding how to integrate diversity, equity, and inclusion (DEI) into medical education are lacking. We utilized the AAMC’s Key Steps for Assessing Institutional Culture and Climate framework to evaluate our current curriculum via listening tours (n = 34 participants) and a survey of the 10 pre-clinical block directors, to better understand the opportunities and challenges of improving DEI in the pre-clinical curriculum. Opportunities included diversifying cases and standardized patients, enhancing information on systemic racism and social determinants of health, and increasing racial humility and population genetics/epigenetics training. Faculty had issues with “correct ways” to incorporate DEI and time constraints. | ||
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