Smith Teresa Y, Terhune Kyla, Caniano Donna A
Graduate Medical Education and Emergency Medicine, SUNY Downstate Health Sciences University, Brooklyn, New York, 11203, USA.
Surgery and Anesthesiology, Vanderbilt University School of Medicine, Nashville, Tennessee, 37235, USA.
MedEdPublish (2016). 2024 Oct 15;14:61. doi: 10.12688/mep.20515.2. eCollection 2024.
Despite the Supreme Court's decision on race-based admissions, academic medical centers, medical societies, and accreditation bodies remain committed to recruiting a diverse workforce. Many medical schools and graduate medical education programs created initiatives to expand their census of underrepresented in medicine (UIM) as the key to addressing health care disparities. As a result, an influx of an UIM physician workforce has entered clinical learning environments, often without consideration of the inclusivity of these settings. To create inclusive, safe, and comfortable CLEs, we must first recognize the challenges faced by UIM trainees, students, and faculty and the complex ways in which discrimination manifests. Ultimately, having inclusive CLEs allows all learners, especially those from historically excluded identities, to thrive in their training and working environment, making it essential to retain the diverse workforce necessary. Using case examples, we discuss strategies of inclusivity and ways in which we can maintain clinical learning environments where learners feel safe and supported through their training.
尽管最高法院对基于种族的招生做出了裁决，但学术医疗中心、医学协会和认证机构仍致力于招募多元化的员工队伍。许多医学院校和毕业后医学教育项目发起了相关倡议，以扩大医学领域代表性不足人群（UIM）的数量，将其视为解决医疗保健差距的关键。结果，大量UIM医生进入了临床学习环境，而这些环境的包容性往往未得到考虑。为了营造包容、安全和舒适的临床学习环境（CLE），我们必须首先认识到UIM学员、学生和教员所面临的挑战，以及歧视表现出来的复杂方式。最终，拥有包容性的CLE能让所有学习者，尤其是那些来自历史上被排斥身份的学习者，在他们的培训和工作环境中茁壮成长，这对于留住必要的多元化员工队伍至关重要。通过案例，我们讨论了包容性策略以及如何维持临床学习环境，让学习者在整个培训过程中感到安全并得到支持。
