A Path Toward Equity and Inclusion: Establishing a DEI Committee in a Department of Pediatrics

Abstract

The Diversity, Equity, and Inclusion (DEI) committee was established in 2017 within the Department of Pediatrics at Rush University Medical Center (RUMC), an academic medical health center located on the near west side of Chicago, IL. Results from climate surveys highlighted the need for increased DEI initiatives within the department, and a renewed national reckoning on racial tensions sparked an additional sense of urgency for system-level change. This paper outlines the initial creation and ongoing efforts of the DEI committee. Information related to the structure of our committee, aims of our work, progress toward identified goals, as well as ongoing barriers is provided. Academic medical health centers are tasked not only with working and training together, but also to care for a diverse group of patients within a larger community. As such, academic medical health centers represent a unique backdrop and opportunity for individual and system-level change.

Small Campus, Big Issues: Leading the New Diversity, Equity, and Inclusion Committee

“…For example, Bersted et al (2023) outline the critical milestones that their departmental DEI committee achieved during a 5-year period, including climate surveys and teambuilding retreats. Others, such as Amonoo et al (2022), provide a multiphase framework for building a committee from the ground up.…”

Triple-jeopardy! COVID-19, high ACE scores, and the US–Mexico border: Mitigating risks with trauma-informed pedagogy

“…Faculty can foster culturally responsive strategies by focusing on diversity, equity, and inclusion (DEI) within the academic environment. By incorporating cultural, historical, and gender issues into curriculum and practice, faculty will demonstrate their genuine concern for their students' needs and move DEI from an idea to action ( Bersted et al, 2022 ). One strategy involves highlighting students' cultural backgrounds and heritage and using it as a strength in learning nursing practice concepts.…”

“…One strategy involves highlighting students' cultural backgrounds and heritage and using it as a strength in learning nursing practice concepts. In addition, the development of policies and procedures within the academic setting that are sensitive to the racial, ethnic, and cultural needs of their nursing students is a crucial component of this trauma sensitive strategy ( Bersted et al, 2022 ). The success of nursing students and the quality of care they provide to patients will improve if nurse educators recognize gender and cultural historical concerns in the student population and provide support for moving beyond them toward healing.…”

“…Additionally, faculty members encourage self-reflection regarding their own beliefs and biases. Bersted et al (2022) reported that highly engaged leaders (faculty) are essential for success in any DEI initiative which will ultimately improve the student environment. Students are not permitted to refuse patient care based on race, gender, or medical condition during clinical rotations.…”