利用适应性倾听之旅和调查促进本科医学预科课程中教师对多样性、公平性和包容性（DEI）的反思。
Using an Adaptive Listening Tour and Survey to Promote Faculty Reflection on Diversity, Equity, and Inclusion (DEI) in the Pre-clinical Undergraduate Medical Curriculum.
作者信息
Fadul Nada, Boyland Ryan, Nelson Kari L, Hartman Teresa L, Oldenburg Peter, Mott Justin L, Delair Shirley
机构信息
Department of Internal Medicine, University of Nebraska Medical Center College of Medicine, Omaha, NE USA.
University of Nebraska Medical Center College of Medicine, Omaha, NE USA.
出版信息
Med Sci Educ. 2023 Oct 31;34(1):37-41. doi: 10.1007/s40670-023-01924-7. eCollection 2024 Feb.
UNLABELLED
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 ( = 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.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s40670-023-01924-7.
未标注
关于如何将多样性、公平性和包容性（DEI）融入医学教育的描述性研究尚属欠缺。我们利用美国医学协会（AAMC）的《评估机构文化与氛围的关键步骤》框架，通过巡回倾听（34名参与者）以及对10名临床前课程模块主任的调查，来评估我们当前的课程，以便更好地了解在临床前课程中改善DEI的机遇与挑战。机遇包括使病例和标准化病人多样化、加强关于系统性种族主义和健康的社会决定因素的信息，以及增加种族谦逊和群体遗传学/表观遗传学培训。教师们在纳入DEI的“正确方法”和时间限制方面存在问题。
补充信息
在线版本包含可在10.1007/s40670-023-01924-7获取的补充材料。
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