Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation

Area of Science:

• Medical Education Research
• Curriculum Development
• Health Equity

Background:

• Medical education increasingly incorporates diversity, utilizing varied definitions of culture.
• Systematic evaluation of diversity initiatives in medical curricula is essential.
• An intersectionality-based approach offers a framework for assessing diversity content.

Purpose of the Study:

• To define diversity-related learning objectives using an intersectionality-based approach.
• To evaluate the integration of biomedical and sociocultural diversity aspects in a Dutch medical curriculum.
• To identify gaps in diversity responsiveness within medical education.

Main Methods:

• A three-phase mixed methods approach was employed.
• Qualitative interviews and literature review defined learning objectives.
• Curriculum content analysis assessed diversity integration (culture, sex/gender, class).

Main Results:

• Learning objectives were identified across medical knowledge, patient communication, and reflexivity.
• Most diversity content focused on biomedical aspects, with limited attention to sociocultural determinants.
• Intersectional aspects of culture, sex/gender, and class were largely unaddressed.

Conclusions:

• The medical curriculum's diversity responsiveness can be enhanced by broadening the operationalization of diversity beyond biomedical traits.
• Future curriculum evaluations should adopt an intersectionality-based approach, including diverse categories of difference.
• A more inclusive approach is needed to address the multifaceted nature of patient identities and health disparities.