Impact of a Longitudinal EDI Curriculum in the Clerkship Years Based on Qualitative Analysis of Written Reflections
Objective: To evaluate the
effect of a longitudinal EDI, Equity, Diversity and Inclusion, curriculum in
the core clinical clerkships
Methods: An EDI curriculum of three mandatory JEDI (Justice, Equity, Diversity
and Inclusion) sessions were provided during the 2021 – 2022 academic year.
These JEDI sessions provided opportunities to discuss issues of racism and
discrimination related to student’s racial and other intersectional identities.
The topics of the three sessions include: the history of structural racism,
bystander intervention and the clinical use of race. This was a mixed method
assessment utilizing anonymous quantitative surveys and evaluating written
reflections. Two authors reviewed the written reflections for themes on the
impact of the JEDI sessions on their insight of EDI content and their
professional development through the Nvivo program.
Results: 86 students completed the final survey and written reflection, 90%
attended all three sessions. Themes identified include: JEDI sessions were
positive shared experience with peers, knowing your institution’s history is
important, comfort level is improved with EDI sessions, and impacts their
professional development. These students feel more comfortable discussing race
and ethnicity with fellow students (86%) compared to residents/faculty (74%).
65% witnessed discrimination in academic medicine and 39% have personally
experienced discrimination. Overall impact was positive (88%) with emphasis on
learning about (40%) the history of race in medicine. The greatest impact was
their shared experiences through peer discussion (47%).
Conclusion: EDI curriculum during the clinical years provides a forum for
professional development through peer discussions that have a positive impact.
