Dr. Agic: Independent Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Fruitman: Instructional Designer, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Maharaj: Director, Community and Continuing Education, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Taylor: Editor, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Ashraf: Manager, Health Equity, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Henderson: Professor and Director, Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health; Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Ronda: Chair, School of Workforce Development, Continuing Education and Online Learning, CAMH, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. McKenzie: Professor, CEO of Wellesley Institute, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Soklaridis: Associated Professor, Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Sockalingam: Professor, Vice-President Education & Clinician Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.
J Contin Educ Health Prof. 2023 Fall;43(4S):S4-S8. doi: 10.1097/CEH.0000000000000453. Epub 2022 Aug 9.
The COVID-19 pandemic has exacerbated pre-existing health inequities in vulnerable and marginalized patient populations. Continuing professional development (CPD) can be a critical driver of change to improve quality of care, health inequities, and system change. In order for CPD to address these disparities in care for patient populations most affected in the health care system, CPD programs must first address issues of equity and inclusion in their education development and delivery. Despite the need for equitable and inclusive CPD programs, there remains a paucity of tools and frameworks available in the literature to guide CPD and broader education providers on how best to develop and deliver equitable and inclusive education programs. In this article, we describe the development and application of a Health Equity and Inclusion (HEI) Framework for education and training grounded in the Analyze, Design, Develop, Implement, and Evaluate model for instructional design. Using a case example, specifically a hospital-wide trauma-informed de-escalation for safety program, we demonstrate how the HEI Framework can be applied practically to CPD programs to support equity and inclusion in the planning, development, implementation, and evaluation phases of education program delivery. The case example illustrates how the HEI Framework can be used by CPD providers to respect learner diversity, improve accessibility for all learners, foster inclusion, and address biases and stereotypes. We suggest that the HEI Framework can serve as an educational resource for CPD providers and health professions educators aiming to create equitable and inclusive CPD programs.
COVID-19 大流行加剧了弱势和边缘化患者群体中先前存在的健康不平等现象。持续专业发展 (CPD) 可以成为改善护理质量、健康不平等和系统变革的关键驱动力。为了使 CPD 能够解决医疗保健系统中受影响最大的患者群体的护理差距，CPD 计划必须首先在其教育发展和交付中解决公平和平等问题。尽管需要公平和包容的 CPD 计划，但文献中仍然缺乏工具和框架来指导 CPD 和更广泛的教育提供者如何最好地制定和提供公平和包容的教育计划。在本文中，我们描述了一个基于教学设计的分析、设计、开发、实施和评估模型的健康公平和包容 (HEI) 框架的开发和应用。使用一个案例示例，特别是一个全院范围的创伤知情降级安全计划，我们展示了如何在 CPD 计划中实际应用 HEI 框架，以支持教育计划交付的规划、开发、实施和评估阶段的公平和平等。该案例示例说明了 HEI 框架如何被 CPD 提供者用来尊重学习者的多样性，提高所有学习者的可访问性，促进包容，并解决偏见和刻板印象。我们建议，HEI 框架可以作为 CPD 提供者和医疗保健专业教育者的教育资源，旨在创建公平和包容的 CPD 计划。
