Competency to Transformation: Exploring Faculty Dispositions of Diversity, Equity, and Inclusion in the Learning Environment

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Revealing Opportunities to Advance Equity in the Professions (Table 22)

Abstract

This research study presents findings from a qualitative study that explores faculty dispositions incorporating diversity, equity, and inclusion (DEI) initiatives into Health Professions Education (HPE) course content. The study used the Culturally Relevant Pedagogy (CRP) framework to understand how educators integrate DEI within their curriculum. Data from interviews with eight faculty members from a small-sized medical school reveal a DEI Continuum of Engagement, ranging from competency to transformation. Three types of developmental dispositions—internal, external, and past experience—significantly influence faculty approaches to DEI integration. While some faculty actively model DEI principles, others display varying levels of reluctance, highlighting the need for ongoing efforts to foster a culture of DEI in health professions education.

Authors

• Verónica Mancheno, Marquette University

• Juana Hollingsworth, Morgan State University

• Peggy Gesing, Old Dominion University

• Amanda K. Burbage, Old Dominion University