Medical education is in the midst of transformation at this time, with a great focus on the social accountability of educational programs to the communities and individuals we serve and on improvements to the learning environment. A significant component of this transformation is the incorporation of principles of equity, diversity, and inclusion (EDI) across the curriculum, educational delivery methods, and learning spaces - from the classroom to the clinical arena. Currently, many academic institutions and clinical organizations are working on incorporating EDI in different methods, without clear evidence to guide new initiatives or evaluate the efficacy of changes or interventions. This article collection aims to assemble a foundation of educational and research initiatives focusing on EDI in medical education, as a tool to assist those working towards the development and implementation of these necessary changes in curricular design, delivery, and assessment strategies for medical learners at all levels.
Requisite knowledge of EDI is integral to healthy learning environments and effective clinical practice, given the diverse learners, patients, and communities encountered in medical education. Expansive inequities are faced by numerous groups that have been historically and systemically marginalized. More than ever, physicians are tasked with not only treating medical conditions but also advocating for patients who exist at the center of a complex socio-political milieu and balance multiple intersecting identities. Learners face similar challenges in the medical education environment, arising from issues with curricular content, educational opportunities or methods and assessment strategies. Requisite knowledge of how to navigate relations of power and privilege are integral to a holistic approach to both teaching about and providing patient care, and are at the heart of EDI and social accountability initiatives across the globe. Encouraging scholarship that seeks to flatten the hierarchy and equip educators in this space is essential to righting historical wrongs with regards to clinical education.
This article collection aims to disseminate relevant original research, review articles, short communications, rapid communications and book reviews that exemplify the development and implementation of EDI content into medical curriculum. This includes innovative learning strategies, assessment strategies, or other resources across the medical education spectrum of basic science, clinical science, classroom settings, clinical training, and faculty development. Environmental scans that capture the current state of existing EDI content within medical schools and residency programs, including recommendations for future scholarship or areas of need, would be welcome.
Examples of areas of scholarship include curriculum development and innovations, evaluation of EDI programs, development of EDI-informed competencies and assessment strategies for EDI constructs. All articles should demonstrate the efficacy of innovations or interventions through appropriate measures of program evaluation, knowledge retention and change in learner behaviors or competence. The impact of the research and which domains of EDI principles are included should be clearly identified.
Areas of particular focus to consider include:
- Ability, disability, neurodiversity, and ableism;
- Race, anti-racism;
- Gender and LGBTQIA2S+ topics;
- Socioeconomic status, social determinants of health;
- Indigenous health;
- Migrant and refugee health;
- Strategies to target bias and discrimination in medical education;
- Microaggressions, microinvalidations;
- EDI concerns in the clinical learning environment.
