An Interprofessional Commentary on Justice, Equity, Diversity, and Inclusion Efforts in Allied Health Education

As allied health professionals are front-line workers and drivers of population health, it is vital that their practice is rooted in and centered on quality care and equitable health for all. In recent years, justice, equity, diversity, and inclusion (JEDI) initiatives have multiplied and become more robust, particularly within allied health professions. JEDI initiatives help eliminate health disparities related to social factors like race, class, and gender, largely by creating an allied healthcare workforce that represents the culture and ideology of the patients it serves. However, growing skepticism and disdain for JEDI initiatives, driven by political, social, and ideological factors, threaten to reverse progress made in advancing equity in education and professional practice. This paper begins with conceptualizing JEDI and barriers to the usage of related terminology, highlights barriers to promoting JEDI in allied healthcare education, as well as strategies to advance health equity and autonomy. Using a team of interprofessional scholars, representing various branches of allied health, we offer a framework for allied health professionals to counter rising criticisms around JEDI initiatives and policies.