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Fostering Inclusivity in the Clinical Learning Environment.

Teresa Y Smith1, Kyla Terhune2, Donna A Caniano3

  • 1Graduate Medical Education and Emergency Medicine, SUNY Downstate Health Sciences University, Brooklyn, New York, 11203, USA.

Mededpublish (2016)
|October 21, 2024
PubMed
Summary
This summary is machine-generated.

Academic medical centers are committed to diversity despite legal changes. Creating inclusive clinical learning environments is crucial for retaining underrepresented in medicine physicians and addressing health disparities.

Keywords:
Clinical Learning EnivonrmentDiversityEquityGraduate Medical EducationInclusionInclusivityand Inclusion

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Area of Science:

  • Medical Education
  • Health Equity
  • Workforce Diversity

Background:

  • Academic medical centers, medical societies, and accreditation bodies aim to recruit a diverse physician workforce.
  • Initiatives to increase underrepresented in medicine (UIM) physicians are key to addressing health care disparities.
  • The influx of UIM physicians into clinical learning environments (CLEs) often lacks consideration for inclusivity.

Purpose of the Study:

  • To recognize the challenges faced by UIM trainees, students, and faculty in CLEs.
  • To understand the complex manifestations of discrimination within medical training settings.
  • To discuss strategies for creating and maintaining inclusive, safe, and supportive CLEs.

Main Methods:

  • Review of existing initiatives and challenges related to diversity in medical education.
  • Analysis of discrimination faced by underrepresented in medicine individuals in clinical settings.
  • Discussion of inclusivity strategies using case examples.

Main Results:

  • UIM physicians are entering clinical learning environments without adequate consideration for inclusivity.
  • Discrimination manifests in complex ways, posing challenges for UIM trainees, students, and faculty.
  • Inclusive CLEs are essential for the thriving of all learners, particularly those from historically excluded identities.

Conclusions:

  • Recognizing and addressing the challenges faced by UIM individuals is paramount for fostering inclusive CLEs.
  • Implementing effective inclusivity strategies is vital for retaining a diverse physician workforce.
  • Safe and supportive clinical learning environments are essential for the success and well-being of all medical trainees.