Amsterdam UMC location University of Amsterdam, Department of General Practice and Public Health Research Institute, Meibergdreef 9, Amsterdam, 1105 AZ, The Netherlands.
Department of General Practice, Radboud University Medical Center, Nijmegen, The Netherlands.
BMC Med Educ. 2024 May 17;24(1):550. doi: 10.1186/s12909-024-05521-z.
A recent study found that ethnic minority General Practice (GP)-trainees receive more negative assessments than their majority peers. Previous qualitative research suggested that learning climate-related factors play a pivotal role in unequal opportunities for trainees in post-graduate medical settings, indicating that insufficient inclusivity had put minority students at risk of failure and dropout.
We aimed to develop broadly supported strategies for an inclusive learning climate in Dutch GP-specialty training.
We employed Participatory Action Research (PAR)-methods, incorporating Participatory Learning and Action (PLA)-techniques to ensure equal voices for all stakeholders in shaping Diversity, Equity, and Inclusion (DEI)-strategies for GP-specialty training. Our approach engaged stakeholders within two pilot GP-specialty training institutes across diverse roles, including management, support staff, in-faculty teachers, in-clinic supervisors, and trainees, representing ethnic minorities and the majority population. Purposeful convenience sampling formed stakeholder- and co-reader groups in two Dutch GP-specialty training institutes. Stakeholder discussion sessions were based on experiences and literature, including two relevant frameworks, and explored perspectives on the dynamics of potential ethnic minority trainees' disadvantages and opportunities for inclusive strategies. A co-reader group commented on discussion outcomes. Consequently, a management group prioritized suggested strategies based on expected feasibility and compatibility.
Input from twelve stakeholder group sessions and thirteen co-readers led to implementation guidance for seven inclusive learning environment strategies, of which the management group prioritized three: • Provide DEI-relevant training programs to all GP-specialty training stakeholders; • Appoint DEI ambassadors in all layers of GP-specialty training; • Give a significant voice to minority GP-trainees in their education.
The study's participatory approach engaged representatives of all GP-specialty training stakeholders and identified seven inclusive learning climate strategies, of which three were prioritized for implementation in two training institutions.
最近的一项研究发现，少数族裔的全科医生（GP）培训生比大多数同龄人收到更多的负面评估。先前的定性研究表明，学习氛围相关因素在研究生医学环境中对培训生机会不均等起着关键作用，这表明少数民族学生由于包容性不足而面临失败和辍学的风险。
我们旨在为荷兰全科医学专科培训制定包容性学习氛围的广泛支持策略。
我们采用参与式行动研究（PAR）方法，结合参与式学习和行动（PLA）技术，确保所有利益相关者在塑造全科医学专科培训的多样性、公平性和包容性（DEI）策略方面都有平等的话语权。我们的方法在两个试点全科医学专科培训学院中吸引了来自不同角色的利益相关者，包括管理人员、支持人员、学院内教师、临床监督人员和代表少数民族和大多数人口的培训生。目的便利抽样形成了两个荷兰全科医学专科培训学院的利益相关者和共同读者群体。利益相关者讨论会议基于经验和文献，包括两个相关框架，探讨了潜在少数民族培训生劣势和包容性策略机会的动态。一个共同读者小组对讨论结果进行了评论。随后，管理小组根据预期的可行性和兼容性对建议策略进行了优先级排序。
来自十二次利益相关者小组会议和十三个共同读者的意见，为七项包容性学习环境策略提供了实施指南，管理小组对其中三项进行了优先级排序：
为所有全科医学专科培训的利益相关者提供 DEI 相关培训计划；
在全科医学专科培训的各个层次任命 DEI 大使；
在他们的教育中给予少数族裔全科培训生重要的发言权。
该研究的参与式方法吸引了所有全科医学专科培训利益相关者的代表，并确定了七项包容性学习氛围策略，其中三项在两个培训机构中被优先实施。
