Developing Transformational Leaders: Advancing Diversity, Equity, Inclusion, and Socially Responsible Education in the Health Professions

• In Event: Reimagining Leadership for Equity Across the Career Continuum: Navigating in a Time of Transformation

Abstract

Factors including gender, race, and education level, are known to impact health, resulting in poorer outcomes for individuals who are disadvantaged (CDC, n.d.). These disparities in health care emphasize the need to increase diversity in the health occupations workforce (Jackson & Gracia, 2014) and to educate students in health occupations how to consider diversity, equity, and inclusion (DEI) in their practice as a rationale for improving health outcomes for all populations.

This case study examines the impacts of building diversity, equity, and inclusion (DEI) into health professions education (HPE) program curriculum on students teaching, research, and leadership. The following research question guided the study: How does a DEI focused HPE curriculum impact the teaching, research, and leadership of HPE graduate program students?

This study used a Culturally Relevant Pedagogy (CRP) framework to understand the experiences of students in a learning community where instructors and students co-create knowledge that incorporates the diverse backgrounds of all community members (Ladson-Billings, 1995). Data was collected via student interviews and focus groups (N=13) and through course content reviews using the DEI Course Review Tool.

Interview and focus group data indicated that students shared varying levels of comfort and preparedness when considering DEI in their professional roles. Some participants articulated how they actively applied what they learned about DEI from the HPE program to their work as educators. They displayed an eagerness to consider DEI related topics in their dissertation research as a means to study how DEI can be considered in their teaching and clinical practice. Other participants were reluctant to include DEI in their teaching, uncertain about specific strategies, but were willing to use what they learned if they had expert help at their institution.

Course review data indicated that teaching and research faculty established an inclusive environment through sharing images, teaching philosophies, and personal details. Teaching practices such as uniform policies, assignments that draw upon student backgrounds, and activities that allow students to express their backgrounds and voice were observed in 100% of courses. Faculty role modeled DEI strategies by providing students with examples of how to incorporate DEI in their professional roles as educators, clinicians, and leaders. Reviewed courses could be improved by more often addressing intersectionality, directing learners to additional professional development, and providing supplemental resources for continued DEI leadership training.

With mandates for learners in health occupations training programs to learn to consider DEI and socially responsible care as they interact with their client populations, it is incumbent on health professions educators and leaders to incorporate DEI across health occupations training curricula. Training health professions education students to consider DEI in teaching, research, and leadership positions, them to demonstrate equitable and inclusive leadership skills in their professional roles. When HPE programs train future educators, researchers, and leaders to consider DEI in their efforts, graduates leave equipped with tools to design, implement, and evaluate initiatives that positively impact DEI within their programs and ultimately reduce health disparities.

Authors

• Peggy Gesing, Old Dominion University

• Amanda K. Burbage, Old Dominion University

• Verónica Mancheno, Marquette University

• Juana Hollingsworth, Morgan State University