ArticleJournal of education and health promotion2024
Student perspectives of equity, diversity, and inclusion in the curriculum of a UK medical school-A mixed-methods study.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Article
- Development and Validation of an Instrument for Measuring Equality, Diversity and Inclusivity (EDI) in Medical Education Teaching Resources: The GRADES10.Journal of CME · 2025Article
- Time to normalise protected characteristics in written assessments: A pilot study.MedEdPublish (2016) · 2024Article
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Authors and funding
8 authors.
Funding
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Abstract
backgroundEquity, inclusion, and diversity in medical education are increasingly recognized as crucial for enhancing student engagement and improving health outcomes. This paper aims to analyze trends and assess student attitudes toward ethnic equity, inclusion, and diversity within campus-based modules at the University of Buckingham Medical School, UK. MATERIALS AND
methodsA mixed-methods approach was employed, involving 97 medical students aged 18-24 years (86.6%) between 2021 and 2023. Quantitative data were gathered through a pretested questionnaire using a five-point Likert scale and analyzed using SPSS software (version 26). Qualitative insights were obtained from five focus group sessions with randomly selected medical students and analyzed thematically.
resultsThe findings of this study indicated a significant proportion of Asian descent students (56.7%). First-year and White ethnicity students perceived the curriculum as more representative compared to second-year counterparts and peers from other ethnic backgrounds. Notably, first-year students showed a heightened understanding of social science terms, especially "ethnicity," and 67% of female students demonstrated a deeper comprehension of sociocultural factors influencing health behaviors. Across demographics, there was consistent recognition of these factors impacting patient care. Qualitative findings underscored the importance of representation in medical education, biases in recruitment, and advocated for greater faculty diversity. Additionally, there is a need for a curriculum reflecting diverse dietary habits and including role models from various ethnic backgrounds.
conclusionThis study emphasizes the critical need for curricular reform in medical education to prepare students for a multicultural society. Addressing disparities in curriculum representation and promoting diversity within faculties are essential for equipping future healthcare professionals with the skills to provide culturally competent care and navigate diverse patient populations effectively.
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