J.N. Woodruff is professor and dean of students, Pritzker School of Medicine, The University of Chicago, Chicago, Illinois.
M.B. Vela is professor and associate dean of multicultural affairs, Pritzker School of Medicine, The University of Chicago, Chicago, Illinois.
Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S51-S57. doi: 10.1097/ACM.0000000000003689.
In 2015, the Pritzker School of Medicine experienced increasing student interest in the changing sociopolitical landscape of the United States and the interaction of these events with student and patient identity. To address this interest, an Identity and Inclusion Steering Committee was formed and formally charged with "providing ongoing direction for programs and/or curricula at Pritzker that support an inclusive learning environment and promote respectful and effective communication with diverse patients and colleagues around issues of identity." The authors describe this committee's structure and steps taken by the committee to create an inclusive community of students at Pritzker characterized by learning through civil discourse. Initiatives were guided by a strategy of continuous quality improvement consisting of regular iterative evaluation, ongoing school-wide engagement, and responsiveness to issues and concerns as they emerged. Data collected over the committee's 4-year existence demonstrate significant improvement in students' sense of inclusion and respect for different perspectives on issues related to identity, such as access to health care, racialized medicine, safe spaces, and nursing labor strikes. The authors discuss several principles that support the development of an inclusive community of students as well as challenges to the implementation of such programming. They conclude that a strategy of continuous quality improvement guided by values of social justice, tolerance, and civil discourse can build community inclusion and enhance medical training for the care of diverse patient populations.
2015 年，普利兹克医学院的学生对美国不断变化的社会政治环境以及这些事件与学生和患者身份的相互作用产生了越来越大的兴趣。为了解决这一问题，成立了一个身份和包容指导委员会，并正式负责“为普利兹克医学院的项目和/或课程提供持续的指导，以支持包容的学习环境，并促进在身份问题上与不同的患者和同事进行尊重和有效的沟通”。作者描述了该委员会的结构以及委员会为创建一个以文明对话为特色的包容学生社区而采取的步骤。这些举措的指导原则是持续质量改进策略，包括定期迭代评估、全校参与以及对出现的问题和关注做出回应。委员会成立 4 年来收集的数据表明，学生对包容和尊重与身份相关问题的不同观点的意识有了显著提高，例如获得医疗保健、种族医学、安全空间和护士劳工罢工。作者讨论了支持包容学生社区发展的几个原则以及实施此类项目所面临的挑战。他们得出结论，以社会正义、宽容和文明对话为指导原则的持续质量改进策略可以建立社区包容，加强对多样化患者群体的医疗培训。
