Infusing Diversity and Equity Into Clinical Teaching: Training the Trainers

Area of Science:

• Health Professions Education
• Social Determinants of Health
• Cultural Competency in Healthcare

Background:

• Healthcare students reported negative learning experiences due to disparities among students, faculty, and preceptors.
• Concerns included differences in ethno-racial group membership, socioeconomic status, privilege, and power dynamics.
• These issues negatively impacted academic learning and clinical skill development.

Purpose of the Study:

• To report on the outcomes of diversity workshops for clinical preceptors and field instructors.
• To address student-identified issues of inequity and discrimination in clinical learning environments.
• To encourage the integration of equity principles into healthcare education.

Main Methods:

• Conducted three diversity workshops for clinical preceptors and field instructors across various healthcare disciplines.
• Included a didactic session on social and health equity principles.
• Facilitated small-group reflections on ethical dilemmas and discrimination scenarios encountered in clinical settings.

Main Results:

• Workshops addressed discrimination based on race, ethnicity, immigration status, sexual orientation, religion, body size, ability, age, socioeconomic class, and gender.
• Participants gained insights and practical approaches for managing sensitive diversity issues in clinical teaching.
• Discussions highlighted common areas of discomfort and provided strategies for equitable clinical instruction.

Conclusions:

• Diversity workshops are valuable for equipping clinical instructors with tools to foster equitable learning environments.
• Applying principles of social and health equity is crucial for effective clinical teaching in healthcare.
• Findings encourage broader adoption of these principles in midwifery and other health professions education.