ArticleJournal of CME2025
Development and Validation of an Instrument for Measuring Equality, Diversity and Inclusivity (EDI) in Medical Education Teaching Resources: The GRADES10.
Article in Journal of CME, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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2 authors.
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Abstract
Higher education institutions around the world have a responsibility to diversify their course content. This is an important consideration to ensure that students are prepared to serve a diverse population once they graduate, however, a lack of diversity representation in medical school curricula in particular, is reported in the literature. A paucity of reliable resources to support creating more inclusive content is also reported. This study developed and validated a diversity measurement instrument, designed to look at representation in the areas of gender, religion, age, disability, ethnicity/race, sexuality, and socio-economic status. Early prototypes were sent to experts for validity testing and using their feedback, improvements and iterations were made to the instrument until the final instrument was agreed: the GRADES10©. The instrument was then applied to a variety of medical education resources to test for rater-reliability. An accompanying user guide was developed to support users with the application of the GRADES10© in practice. Face validity was conducted by 10 experts on several iterations of the instrument from the early prototype (GRADESs7), until the final agreed GRADES10©. Rater-reliability was calculated by intraclass correlation coefficient (ICC) and Cronbach's Alpha measure of internal consistency. The GRADES10© instrument was shown to have an ICC of 0.83% (SD 0.725-0.907)
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