The plethora of persistent and pervasive health inequities in the United States is a Wicked Problem which threatens the health and wellbeing of all people. To dismantle them is no easy task, and requires a health care workforce practiced in leadership skill sets embracing a deep focus on areas of equity, diversity and inclusion (EDI). This chapter describes how the core competencies and curriculum of the Clinical Scholars Program have been designed to offer this set of skills. To start, the program’s foundational set of 25 competencies cover four domains (Personal, Interpersonal, Organizational, and Community & Systems) and include both more traditional leadership competencies as well as contemporary competencies focused on equity, diversity, and inclusion. The curriculum takes the set of 25 leadership and EDI competencies and breaks them down into learning sessions where participants listen, practice, and apply the ideas, behaviors, and mindsets. The leadership core and the EDI core of the curriculum exist both in tandem and in unison to provide the full Clinical Scholars experience. At times, sessions focus on one core or the other, and at times, both leadership and EDI are present in the learning of a session. Example learning sessions for each core and the weaving of the cores together are provided. Four challenges to creating an equity-centered leadership program are identified: 1. The personalized nature of the journey of self-development; 2. Shifting Mindsets and Skill Sets; 3. Piloting an evidence-based curriculum on EDI; and 4. Maintaining engagement with participants over time and across distance. A set of top recommendations for weaving EDI and Leadership learning are also offered. The chapter details the importance of meaningfully focusing on EDI when tackling modern, wicked problems.
Typically, research has cited a deficient use of word recognition procedures mainly caused by a phonological deficit as the source of dyslexic students' reading difficulties. However, recent studies have shown that morphological processing also plays an important part in reading. In the present study, sensitivity to the morphological structure of words was assessed with a plausibility judgment task, where participants determined which of two pseudo-words most resembled a real word in French, and with a decomposition task requiring participants to extract the base forms of morphologically complex words. Dyslexic participants (DYS, n = 26) aged 9-12 years were matched to 26 participants of the same chronological age (CA) and 30 younger participants of the same reading age (RA). Overall, the decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task. Results indicate that dyslexic participants demonstrated some morphological sensitivity, particularly on the plausibility task, but were outperformed by both control groups on both tasks. Performance on morphological tasks was significantly correlated to reading comprehension scores. More research needs to be carried out to better comprehend the effects of task characteristics on dyslexic participants' success and before claiming a different or deviant developmental path for morphological knowledge.
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