Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88.
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| Title: | Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88. |
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| Authors: | Coulter, Emma1, McQueen, Conner1, Abu-Jurji, Zeina1, Chan-Emery, Isabelle1, Rukavina, Mark1, Solecki, Rachel1, Wojkowski, Sarah1, Dhir, Jasdeep1 dhirj@mcmaster.ca |
| Source: | Medical Teacher. Mar2025, Vol. 47 Issue 3, p388-400. 13p. |
| Subject Terms: | *Diversity & inclusion policies, *Medical education, *Curriculum planning, Medical information storage & retrieval systems, Social justice, CINAHL database, Systematic reviews, MEDLINE |
| Abstract: | Purpose: Justice, equity, diversity, inclusion (JEDI), and anti-oppression (AO) concepts are necessary in healthcare settings to promote culturally safe and high-quality care; however, entry-level healthcare program curricula (EHPPC) may lack adequate integration and/or delivery of these concepts. The primary aim of this scoping review is to identify what guidelines, frameworks, and models (GFMs) are used, and how they are used, to develop and deliver JEDI, and AO concepts in mandatory EHPPC. Methods: A search of Ovid MEDLINE, Ovid EMBASE, and CINAHL was conducted for studies published in English from 2015 onwards that discuss what GFMs are included in mandatory EHPPC and how they guide the development and/or delivery of JEDI and/or AO concepts. Data from the included studies was collated into themes which were presented in tables and figures and described in narrative summaries. Results: Sixty-one studies from various healthcare programs including medicine, nursing, pharmacy, dentistry, and dietetics were included in this review. Data from the studies were organized into eight categories: GFMs, concepts, methods of evaluation, length and frequency of sessions, modes of delivery, learning activities, and training of curricular developers and facilitators. Conclusions: GFMs are used in a variety of ways to integrate JEDI and/or AO concepts into health professional curriculum. Variability in the training of developers and facilitators of curricular concepts also exists. Future research is needed to determine if consistent or variable GFMs, as well as JEDI and/or AO developer and facilitator training, would be more effective for students' learning of these concepts. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183197190 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Coulter%2C+Emma%22">Coulter, Emma</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22McQueen%2C+Conner%22">McQueen, Conner</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Abu-Jurji%2C+Zeina%22">Abu-Jurji, Zeina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chan-Emery%2C+Isabelle%22">Chan-Emery, Isabelle</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rukavina%2C+Mark%22">Rukavina, Mark</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Solecki%2C+Rachel%22">Solecki, Rachel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wojkowski%2C+Sarah%22">Wojkowski, Sarah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Dhir%2C+Jasdeep%22">Dhir, Jasdeep</searchLink><relatesTo>1</relatesTo><i> dhirj@mcmaster.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Mar2025, Vol. 47 Issue 3, p388-400. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Justice, equity, diversity, inclusion (JEDI), and anti-oppression (AO) concepts are necessary in healthcare settings to promote culturally safe and high-quality care; however, entry-level healthcare program curricula (EHPPC) may lack adequate integration and/or delivery of these concepts. The primary aim of this scoping review is to identify what guidelines, frameworks, and models (GFMs) are used, and how they are used, to develop and deliver JEDI, and AO concepts in mandatory EHPPC. Methods: A search of Ovid MEDLINE, Ovid EMBASE, and CINAHL was conducted for studies published in English from 2015 onwards that discuss what GFMs are included in mandatory EHPPC and how they guide the development and/or delivery of JEDI and/or AO concepts. Data from the included studies was collated into themes which were presented in tables and figures and described in narrative summaries. Results: Sixty-one studies from various healthcare programs including medicine, nursing, pharmacy, dentistry, and dietetics were included in this review. Data from the studies were organized into eight categories: GFMs, concepts, methods of evaluation, length and frequency of sessions, modes of delivery, learning activities, and training of curricular developers and facilitators. Conclusions: GFMs are used in a variety of ways to integrate JEDI and/or AO concepts into health professional curriculum. Variability in the training of developers and facilitators of curricular concepts also exists. Future research is needed to determine if consistent or variable GFMs, as well as JEDI and/or AO developer and facilitator training, would be more effective for students' learning of these concepts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2024.2387147 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 388 Subjects: – SubjectFull: Diversity & inclusion policies Type: general – SubjectFull: Medical education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Medical information storage & retrieval systems Type: general – SubjectFull: Social justice Type: general – SubjectFull: CINAHL database Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: MEDLINE Type: general Titles: – TitleFull: Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Coulter, Emma – PersonEntity: Name: NameFull: McQueen, Conner – PersonEntity: Name: NameFull: Abu-Jurji, Zeina – PersonEntity: Name: NameFull: Chan-Emery, Isabelle – PersonEntity: Name: NameFull: Rukavina, Mark – PersonEntity: Name: NameFull: Solecki, Rachel – PersonEntity: Name: NameFull: Wojkowski, Sarah – PersonEntity: Name: NameFull: Dhir, Jasdeep IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Medical Teacher Type: main |
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