Educational Outcomes of Diversity Curricula in Graduate Medical Education

Abstract

Background Education is an important step toward achieving equity in health care. However, there is little published literature examining the educational outcomes of curricula for resident physicians focused on diversity, equity, and inclusion (DEI). Objective Our objective was to review the literature to assess the outcomes of curricula for resident physicians of all specialties focused on DEI in medical education and health care. Methods We applied a structured approach to conducting a scoping review of the medical education literature. Studies were included for final analysis if they described a specific curricular intervention and educational outcomes. Outcomes were characterized using the Kirkpatrick Model. Results Nineteen studies were included for final analysis. Publication dates ranged from 2000 to 2021. Internal medicine residents were the most studied. The number of learners ranged from 10 to 181. The majority of studies were from a single program. Educational methods ranged from online modules to single workshops to multiyear longitudinal curricula. Eight studies reported Level 1 outcomes, 7 studies reported Level 2 outcomes, 3 studies reported Level 3 outcomes, and only 1 study measured changes in patient perceptions due to the curricular intervention. Conclusions We found a small number of studies of curricular interventions for resident physicians that directly address DEI in medical education and health care. These interventions employed a wide array of educational methods, demonstrated feasibility, and were positively received by learners.

Disparities in Access to Deep Brain Stimulation for Parkinson’s Disease and Proposed Interventions: A Literature Review

“…There is some evidence to suggest that integration of DEI training into continued medical education modules may improve provider skills in providing culturally competent services and patient satisfaction [ 65 , 66 ]. Previous studies have also found that incorporating DEI material into graduate medical education was feasible and well received [ 67 ]. Co-engagement with providers may also involve establishing regular forums or workshops to discuss case studies and share insights on reducing disparities.…”

Integrating diversity into the medical curriculum

“…Moreover, there is a significant improvement in the communication skills of students, and this becomes quite evident in improved trust and better doctor-patient relationships (9). As students with diverse perspectives learn together, there is a significant improvement in their problemsolving skills and they can come up with more comprehensive and innovative solutions to complex medical challenges (10). As the cohort of medical students are from varied demographics and geographical regions, it becomes easier for them to relate with the broad range of patients from similar settings and accordingly improve patient outcomes (9,10).…”

“…As students with diverse perspectives learn together, there is a significant improvement in their problemsolving skills and they can come up with more comprehensive and innovative solutions to complex medical challenges (10). As the cohort of medical students are from varied demographics and geographical regions, it becomes easier for them to relate with the broad range of patients from similar settings and accordingly improve patient outcomes (9,10). As students are exposed to a diverse range of patients, their experiences, and the challenges encountered by them, it fosters empathy among medical students (11).…”

“…This kind of diverse exposure is also useful in the long-term, wherein it is expected that our medical graduates are competent enough to work globally by collaborating with professionals from healthcare teams from other nations as well (12). In essence, diversity in medical education is a critical element in producing competent healthcare professionals who can provide quality-assured and equitable care to people from different backgrounds (8,10,(12)(13)(14).…”