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Mapping Diversity, Equity, and Inclusion Statements in Graduate Medical Education: Protocol for a Scoping Review
Jordan Sundara1, Emma Sevoian1, Stephanie Wang1
1Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, University of Nevada, Las Vegas, NV, United States.
Background:
Persistent disparities in diversity, equity, and inclusion (DEI) remain across US residency programs despite recent accreditation requirements. In this context, DEI disparities refer to inequities in the representation, recruitment, advancement, and educational experiences of individuals from underrepresented and marginalized groups. Numerous specialty-specific studies have evaluated DEI content on residency program websites, but these studies differ in their methodologies, assessed content, and reporting practices. There is currently no comprehensive synthesis of how DEI content is presented across the different existing literature in multiple residency specialties. Therefore, a scoping review is needed to map the existing literature.
Objective:
This scoping review will map and summarize DEI elements reported in the peer-reviewed literature on residency program websites and related materials, identifying common practices, omissions, and opportunities for improvement.
Methods:
Following the population, concept, and context (PCC) framework and PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines, peer-reviewed studies published in English between January 2010 and December 2024 will be included. Eligible studies will examine quantitative, qualitative, and cross-sectional surveys; cohort studies; and program evaluations that examine DEI elements in residency programs. This includes statements, photos, departments, and curricula with elements pertaining to race; ethnicity; lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other encompassing identities; disability; cultures; underrepresented in medicine populations; and religion. Searches will be conducted in the PubMed, Embase, and Scopus databases. Two reviewers will independently screen, extract, and chart data. Findings will be synthesized descriptively and presented in tables and figures.
Results:
As of September 2025, database searches yielded 1709 records after deduplication. Screening, data extraction, and synthesis are proceeding according to the timeline outlined in the protocol, with completion anticipated in 2026.
Conclusions:
This review will provide a comprehensive overview of DEI practices in residency programs across specialties, inform best practices for standardization, and support efforts to build a more equitable physician workforce.
