scholarly journals To what extent does a pharmacy curriculum foster diversity and inclusion through paper-based case scenarios?

2021 ◽  
pp. 612-620
Author(s):  
Lisa J. Kremer ◽  
Angela Lan Anh Nguyen ◽  
Te Awanui Waaka ◽  
Jaime Tutbury ◽  
Kyle J Wilby ◽  
...  
Keyword(s):  
Minority Groups ◽  
Teaching Material ◽  
Systemic Racism ◽  
Living Situation ◽  
Equity Issues ◽  
Patient Demographics ◽  
Diversity And Inclusion ◽  
Pharmacy Curriculum ◽  
Inclusion Methods ◽  
Case Based

Background: There is increasing awareness of diversity and inclusion needs within health and education systems to help address access and equity issues for minority groups. Although these calls are well known, there is little guidance for those working within these systems to create meaningful change. The purpose of this study was to critically review case-based teaching material within the authors' programmes through the lens of equity, diversity, and inclusion. Methods: A document analysis of clinical workshop cases extracted from all integrated therapeutics courses administered in 2020 was conducted. Results: Sex, age, and employment status were most commonly presented in cases (84.0%, 97.1%, 49.0% respectively). The majority (90.0%) of cases did not have ethnicity defined. The overwhelming majority of cases did not have living situation (68.3%) or sexual orientation (78.0%) defined. Conclusion: Case-based teaching material within a pharmacy programme was largely undefined according to patient demographics and diversity markers. Findings support the notion that teaching material may have a contributory role towards systemic racism, prejudice, and implicit bias.

De-biasing on university campuses in the age of misinformation

2019 ◽  
Vol 48 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Sebastian Krutkowski ◽  
Sarah Taylor-Harman ◽  
Kat Gupta
Keyword(s):  
Staff Development ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Media Coverage ◽  
Minority Groups ◽  
Unconscious Bias ◽  
Content Type ◽  
University Campuses ◽  
Information Literacy Instruction ◽  
Diversity And Inclusion

Purpose The purpose of this study is to highlight that in today’s polarised information environment, freedom of speech should not be conflated with a freedom to spread demonstrable lies unchallenged. The authors argue for a review of information literacy instruction to focus on social justice and help participants understand the implications of the views they may hold on vulnerable minority groups. Design/methodology/approach In this paper, the authors review and reflect upon the delivery of staff development training on the facts and myths surrounding transgender issues. The authors also encourage other library and information professionals to expand their information literacy instruction into polarised issues that are marked by considerable amounts of misinformation. Findings Training participants reported that being more aware of transphobic media coverage will help them reduce bias and better support trans students and staff. It also enabled further opportunities for colleagues across teams and a variety of roles to incorporate the principles of equality, diversity and inclusion into their practice. The success of the sessions also contributed to wider institutional change. Originality/value Trans people are a vulnerable minority facing severe, persistent harassment and discrimination both in everyday life and potentially in educational settings. Offering staff effective tools to educate themselves about media transphobia is a step towards creating an environment where trans students and staff can flourish. The authors explore how the media coverage of trans issues allows misinformation to stick and spread. Through applying the concepts of critical thinking and information literacy to trans issues, the authors explain how unconscious bias towards the trans community can be challenged.

scholarly journals Analyzing 2,589 child neurology telehealth encounters necessitated by the COVID-19 pandemic

Neurology ◽  
2020 ◽  
Vol 95 (9) ◽  
pp. e1257-e1266 ◽  
Author(s):  
Salvatore C. Rametta ◽  
Sara E. Fridinger ◽  
Alexander K. Gonzalez ◽  
Julie Xian ◽  
Peter D. Galer ◽  
...  
Keyword(s):  
Outpatient Care ◽  
Minority Groups ◽  
Child Neurology ◽  
Patient Demographics ◽  
Retrospective Comparison ◽  
Before And After ◽  
Future Care ◽  
Icd 10 ◽  
Audio Video

ObjectiveTo assess the rapid implementation of child neurology telehealth outpatient care with the onset of the coronavirus disease 2019 (COVID-19) pandemic in March 2020.MethodsThis was a cohort study with retrospective comparison of 14,780 in-person encounters and 2,589 telehealth encounters, including 2,093 audio-video telemedicine and 496 scheduled telephone encounters, between October 1, 2019 and April 24, 2020. We compared in-person and telehealth encounters for patient demographics and diagnoses. For audio-video telemedicine encounters, we analyzed questionnaire responses addressing provider experience, follow-up plans, technical quality, need for in-person assessment, and parent/caregiver satisfaction. We performed manual reviews of encounters flagged as concerning by providers.ResultsThere were no differences in patient age and major ICD-10 codes before and after transition. Clinicians considered telemedicine satisfactory in 93% (1,200 of 1,286) of encounters and suggested telemedicine as a component for follow-up care in 89% (1,144 of 1,286) of encounters. Technical challenges were reported in 40% (519 of 1,314) of encounters. In-person assessment was considered warranted after 5% (65 of 1,285) of encounters. Patients/caregivers indicated interest in telemedicine for future care in 86% (187 of 217) of encounters. Participation in telemedicine encounters compared to telephone encounters was less frequent among patients in racial or ethnic minority groups.ConclusionsWe effectively converted most of our outpatient care to telehealth encounters, including mostly audio-video telemedicine encounters. Providers rated the vast majority of telemedicine encounters to be satisfactory, and only a small proportion of encounters required short-term in-person follow-up. These findings suggest that telemedicine is feasible and effective for a large proportion of child neurology care. Additional strategies are needed to ensure equitable telemedicine use.

Diversity, Equity, and Inclusion (DEI) at AGU:  New Leadership Commitments and Progress Under an Updated Strategic Plan  

2021 ◽  
Author(s):  
Billy Williams ◽  
Margaret Fraiser ◽  
Lisa White ◽  
Pranoti Asher ◽  
Brooks Hanson
Keyword(s):  
Scientific Misconduct ◽  
Strategic Plan ◽  
Systemic Racism ◽  
Diversity And Inclusion ◽  
American Geophysical ◽  
Space Sciences ◽  
American Geophysical Union ◽  
The Impact ◽  
Equity And Inclusion

<p>The American Geophysical Union (AGU), a global scientific society of >60,000 members, has a series of initiatives underway to address issues of diversity, equity, and inclusion in the Earth and space sciences, including the well-known issues of harassment and its impact on women scientists, and the closely related issues of systemic racism, sexism, ableism, discrimination against LGBTQ community, and their related intersectional issues. Building on its earlier work of establishing an updated AGU Ethics Policy which defines harassment and discrimination as scientific misconduct, AGU has taken additional significant steps over the past 12 months to further advance Diversity, Equity and Inclusion (DEI) practices— including work lead by the AGU Diversity and Inclusion Advisory Committee to launch a public facing AGU D&I dashboard, steps under the updated AGU Strategic plan to provide additional resources for supporting a more equitable and inclusive culture, and work and commitments by AGU leadership to address systemic racism through its “Eight Deliberate Steps.”  This presentation will highlight new AGU DEI-related initiatives most recently underway, including the role of partnerships in helping to achieve the broader DEI culture change objectives, and the associated work across AGU Meetings, Publications, and Honors. Progress to date on these and other emerging new AGU Justice Equity Diversity and Inclusion (JEDI)-related resources and partnership initiatives, including metrics to track the impact of these changes, will be discussed.</p>

What Do Schools of Public Health Have to Say About Diversity and Inclusion?

2018 ◽  
Vol 5 (4) ◽  
pp. 233-240
Author(s):  
Yesenia Merino
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Training Needs ◽  
Clear Definition ◽  
Schools Of Public Health ◽  
Diversity And Inclusion ◽  
Public Health Professionals ◽  
Strategic Plans ◽  
Definition Of ◽  
Inclusion Methods

Objective. The purpose of this study was to understand how schools of public health (SPHs) define and operationalize diversity and inclusion. Methods. Data were collected in February 2017 from publicly available websites for each of the 59 Council on Education in Public Health–accredited SPHs, including mission/vision, goals/strategic plans, and diversity statements. Mentions of diversity were quantified to generate the proportion of SPHs that explicitly address diversity or inclusion. As a related secondary point, mentions of equity were also considered. Results. One third of SPHs do not mention diversity, inclusion, or equity as central tenets of the school. Twenty percent do not mention strategic plans or goals related to diversity, inclusion, or equity. Only 12 of the 59 schools define what they mean by diversity. Conclusions. Recently released Council on Education in Public Health accreditation competencies point to a need for increased attention by SPHs to inclusion and equity. Currently, however, most SPHs do not have a clear definition of how they define diversity. Implications. Additional research is needed into how SPHs will evolve their conceptualizations of diversity, inclusion, and equity to meet the training needs of the next generation of public health professionals.

scholarly journals Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

2021 ◽  
Author(s):  
Sylvie Bowden ◽  
Abirami Kirubarajan ◽  
Amira Balbaa ◽  
Inna Berditchevskaia ◽  
Sarah Freeman ◽  
...  
Keyword(s):  
Social Determinants Of Health ◽  
Social Determinants ◽  
Census Data ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Social Identities ◽  
Diversity And Inclusion ◽  
The Social ◽  
Case Based Learning ◽  
Case Based

Implication Statement Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums.

9. The Colonization of Intersectionality

2018 ◽  
Author(s):  
Kenya Longsworth
Keyword(s):  
Women Of Color ◽  
Minority Groups ◽  
Postsecondary Institutions ◽  
White Female ◽  
Diversity And Inclusion ◽  
Considerable Confusion ◽  
Feminist Inquiry ◽  
Experiences Of Women ◽  
Made In

It has become a trend, adopted by postsecondary institutions to strengthen their commitment to ‘diversity’ and ‘inclusion’. With growing attention to issues of social and systematic marginalization, intersectionality is an unavoidable term within campus discourse. Though the term’s increasing popularity is welcomed both in curricular and co-curricular settings, there still exists considerable confusion concerning what the concept actually means and how it can or should be applied in feminist inquiry. This poster demonstrates my exploration of how feminism as a political site for whiteness, with no room to make sense of the experiences of women of colour has misused the term intersectionality. In doing so, I have differentiated between intersectionality as theory of oppression and power, and intersectionality as a theory of difference. I have responded to the issue of whether the use of intersectionality in contemporary feminism, as a theory of difference is still useful in framing the oppression of women of colour or whether it has become a dangerous shortcut, made in order not to continue the process of deeply reflecting on our complicated relations. The conclusion drawn is that intersectionality, as understood as simply a theory of difference creates forced categories of identity, displacing and further marginalizing members of minority groups. My findings mean that though the intended used of the term was a powerful critique by women of color about systems blind to their oppressions, it has been repurposed by contemporary feminists to group the experiences of women of colour in contrast to dominant white female identities.

21st Century Lens on Diversity, Equity, and Inclusion in Surgery Antiracism Symposium

2021 ◽  
pp. 000313482110385
Author(s):  
Shaneeta M. Johnson ◽  
John H. Stewart
Keyword(s):  
Health Care ◽  
21St Century ◽  
Scientific Inquiry ◽  
Systemic Racism ◽  
Comprehensive Review ◽  
Diversity And Inclusion ◽  
Political Determinants ◽  
Current State ◽  
Comprehensive Manner ◽  
Equity And Inclusion

Inequities in society and health care combined with underlying structural and systemic racism have demonstrated significant consequences which have resulted in a renewed focus on the current state of diversity in health care and the field of surgery. However, efforts to combat racism and increase diversity and inclusion at all levels in the field of surgery require a comprehensive review, significant commitment, and purposeful action to achieve. These actions must include increasing diversity within training program recruitment, improving retention of minority and under-represented trainees, and implementing inclusive, transparent pathways to promotion, leadership, and involvement in scientific inquiry. This symposium brings together experts in surgery, health equity and policy to address antiracism, diversity, equity, and inclusion in a comprehensive manner ranging from workforce diversity and promotion, pipeline diversity, scholarly pursuits, social and political determinants of health.

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