Journal of Medical Education and Curricular Development最新文献

{"title":"Evolution of a Training Program for Pediatric Faculty and Trainee Wellbeing.","authors":"Suzanne Reed, Julie A Young, Josephine Enciso, Emma Omoruyi, Rachel Cramton, Larry Hurtubise, Katherine Allison, John Mahan","doi":"10.1177/23821205251348515","DOIUrl":"https://doi.org/10.1177/23821205251348515","url":null,"abstract":"<p><strong>Objectives: </strong>High rates of distress and burnout continue to plague physicians. The Sustaining and Training for Resilience, Engagement and Meaning (STREAM) curriculum is a Health Resources and Services Administration (HRSA) funded program, developed by experts in faculty and trainee wellbeing from 7 academic institutions, to help address this ongoing and pervasive issue.</p><p><strong>Methods: </strong>We used Kern's 6-step model to develop the STREAM program. STREAM content was developed and iteratively revised to highlight evidence-informed methods to improve wellbeing. STREAM content is grounded in the PERMA-H framework and highlights 4 pillars: Optimizing your Well-Being, Building Resilience, Collaborative Engagement to Improve your Work, and Connecting with Joy and Meaning in Medicine. Within sessions, implementation of skills was discussed at the individual level and within the work environment. This manuscript describes the process of development, implementation, and pilot program evaluation for the STREAM curriculum for the first 2 years.</p><p><strong>Results: </strong>Based on review and assessment of year 1, we made multiple revisions of the curriculum. We revised the original four pillars and strengthened connection with the PERMA-H model. We transitioned from synchronous virtual model to in-person sessions to enhance engagement, buy-in, and meaning. We further increased time with interactive elements and limited didactic content. We deepened content related to equity and inclusion. We separated faculty and resident sessions to improve community-building and group dynamics. Additionally, we provided the option for sessions to be delivered \"a la carte,\" depending on the needs of the institution and participants.</p><p><strong>Conclusions: </strong>The STREAM wellbeing curriculum is a promising model to promote positive behavior change in pediatric academic medicine. Curricular activities related to wellness may require adjustment and modifications while in process to improve delivery and participation-and enhance chances of successful education/training. We must continue to build evidence for the effectiveness of STREAM and other wellness interventions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251348515"},"PeriodicalIF":2.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12130649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Medical Students' Experiences with Social Determinants of Health During Their Pediatric Clerkship to Drive Curriculum.","authors":"Shashwat Kala, Rachel Johnson, Uma Phatak, Ada Fenick, Michael Goldman","doi":"10.1177/23821205251342079","DOIUrl":"10.1177/23821205251342079","url":null,"abstract":"<p><strong>Background: </strong>The relationship between social determinants of health (SDH) and negative health outcomes is well established, prompting undergraduate medical educators to teach students to recognize and address these SDH. However, current SDH resources like the Healthy People 2030 report and published curricula lack a targeted approach to best teach and learn pediatric-specific SDH.</p><p><strong>Objective: </strong>To use medical students' experiences working with patients affected by SDH on their pediatric clerkship as a targeted needs-assessment to drive pediatric-specific SDH curricula.</p><p><strong>Methods: </strong>Qualitative analysis of the reflective journal entries of 94 medical students who rotated on the pediatrics clerkship from 2022-2023. Each student completed an entry on their experiences with pediatric SDH including identification of the SDH, perceptions of the impact of the SDH, and observed SDH navigation strategies. A team of three coders employed both deductive and inductive content analysis to the dataset. SDH codes were tabulated for frequency analysis.</p><p><strong>Findings: </strong>Across the 94 entries, there were 205 reported SDH, with an average of 2.18 SDH per entry. Inductive content analysis resulted in six new pediatric-specific SDH in addition to those established by Healthy People 2030 report. Our analyses showed that students perceived SDH to impact pediatric patients and their families through five mechanisms; analyses of student entries also identified five strategies that the healthcare team used to facilitate SDH navigation. Finally, a frequency analysis showed that the three most common SDH clerkship students experienced were Language & literacy, Foster care / Department of Children and Families (DCF) system, and Insurance status.</p><p><strong>Conclusion: </strong>Utilizing the medical student experience with SDH on the pediatric service can serve as a meaningful needs-assessment to drive pediatric-specific SDH curricular development. We identified a unique set of pediatric-specific SDH that may improve medical schools' SDH curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342079"},"PeriodicalIF":2.0,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12126650/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study.","authors":"Erin Broskowski, Sarah E Triano, Kara James, Rylee Betchkal, Karyn LaTurner Echols, Suzanne Hawks, Ochanya Ogah, Mytien Nguyen, Lisa M Meeks","doi":"10.1177/23821205251344771","DOIUrl":"10.1177/23821205251344771","url":null,"abstract":"<p><strong>Background: </strong>Disability disclosure and accommodation requests among US medical students have increased significantly, yet gaps in support persist. Disability resource professionals (DRPs) are one essential support in bridging these gaps, but only 9% of medical schools employ a dedicated DRP, leaving institutions potentially underprepared to address the needs of students with disabilities.</p><p><strong>Objective: </strong>This study explored the roles, qualifications, and challenges of DRPs in US medical schools to identify barriers to job performance and inform strategies for strengthening and supporting this role in medical education.</p><p><strong>Methods: </strong>An exploratory, cross-sectional survey was conducted in July to August 2023. A 27-question online survey was distributed through convenience and snowball strategy via social media and listservs. Questions addressed institutional structures, the size of DRP student caseloads, job satisfaction, mentorship, and barriers to managing caseloads. Quantitative data were analyzed using descriptive statistics and χ² tests, qualitative responses were thematically analyzed. The University of Michigan IRB approved this study.</p><p><strong>Results: </strong>Seventy-nine DRPs from 72 US MD and 7 DO programs participated. Most respondents reported excessive workloads, with 30% managing caseloads exceeding 100 students. Less than half of DRPs (45.6%) indicated that their workload was manageable. Inadequate professional development, lack of mentorship, and low salary satisfaction emerged as common challenges. Respondents also reported institutional barriers, including stigma, faculty resistance to accommodations, and the complexity of coordinating disability accommodations across didactic, clinical, and testing environments.</p><p><strong>Discussion: </strong>DRPs are critical to fostering accessible and inclusive medical education, yet systemic barriers undermine their effectiveness and place institutions at risk of increased student attrition, legal liability, and resource strain. Addressing these challenges requires investments in manageable caseloads, professional development for DRPs, faculty training, and institutional prioritization of the DRP role.</p><p><strong>Conclusions: </strong>Systemic investments in staffing, training, and institutional culture are necessary to support DRPs and the growing population of US medical students with disabilities (MSWDs).</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251344771"},"PeriodicalIF":2.0,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12125517/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare Students' Knowledge, Attitudes, and Practices Related to Antibiotic Resistance and Use in Jordan: A Cross-Sectional Study.","authors":"Sara R Homsi, Sireen M Alkhaldi, Hana A Taha, Zaid R Homsi","doi":"10.1177/23821205251344732","DOIUrl":"https://doi.org/10.1177/23821205251344732","url":null,"abstract":"<p><strong>Objectives: </strong>Antibiotic resistance threatens global health, underscoring healthcare students' critical role in mitigation efforts. This study evaluated their knowledge, attitudes, and practices toward antibiotic resistance and use.</p><p><strong>Methods: </strong>A validated, self-administered, paper-based questionnaire was developed following an extensive literature review and administered to final-year medical, dental, Pharm D, and pharmacy students at the University of Jordan from October 2022 to March 2023.</p><p><strong>Results: </strong>Descriptive, nonparametric, and logistic regression analyses were conducted on 263 eligible questionnaires. Students demonstrated adequate knowledge (4.30/5) and positive attitudes (4.19/5), but poor practices (4.78/6). Most felt responsible for resistance (89.73%) and reported efforts to combat self-medication (77.95%). However, irresponsible antibiotic use was noted (78.33%). Females scored higher in practice (5.29) than males (4.70, <i>P</i> = 0.01). Students using leftover antibiotics had lower attitudes (3.50) than those who obtained antibiotics via prescriptions (4.25) or directly from pharmacies (4.55). Enrollment in pharmacy and dental majors increased the odds of inadequate knowledge (<i>P</i> = 0.004) and poor practices (<i>P</i> = 0.02), respectively. Positive attitudes significantly predicted adequate knowledge (<i>P</i> < 0.001) and good practices (<i>P</i> = 0.001).</p><p><strong>Conclusions: </strong>Knowledge and practices varied across healthcare majors, highlighting educational gaps. Systematic interdisciplinary clinical exposure paired with periodic discussions could enhance interprofessional knowledge sharing, inform decision-making, and foster trust between disciplines. Male students' poorer practices may stem from an unmet need for career-oriented education that aligns with their career trajectories; incorporating internships could improve their engagement to education and prudent behaviors. Despite limitations in generalizability and potential sampling bias, these findings align with existing literature, suggesting relevance beyond the study sample.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251344732"},"PeriodicalIF":2.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12127671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of Augmented Reality, Virtual Reality, and Extended Reality in Healthcare and Medical Education: A Glimpse into the Emerging Horizon in LMICs-A Systematic Review.","authors":"Mohd Faizan Siddiqui, Sheeda Jabeen, Amenah Alwazzan, Sebastiano Vacca, Lara Dalal, Bashar Al-Haddad, Ahmad Jaber, Fatima Fouad Ballout, Hadi Khaled Abou Zeid, Joe Haydamous, Razane El Hajj Chehade, Roman Kalmatov","doi":"10.1177/23821205251342315","DOIUrl":"10.1177/23821205251342315","url":null,"abstract":"<p><strong>Objective: </strong>Augmented reality (AR) is a technology that incorporates digital information into user's physical surroundings. It represents a paradigm shift in medical treatment and education. AR aides in surgical planning and patient therapy, as well as assisting patients in comprehending difficult medical problems. AR is evident in several facets of medicine, and there is a significant need for helping systems as a result of the increasing stress placed on public health systems during pandemics. The use of virtual reality (VR) and AR in surgery, dentistry, telemedicine, self-care, and wellness treatments has already improved many areas of healthcare.</p><p><strong>Method: </strong>This systematic review adheres to Preferred Reporting Items for Systematic Reviews and Meta-Analysis checklist and was conducted using PubMed and Scopus databases with keywords such as \"Augmented Reality (AR),\" \"Virtual Reality (VR),\" \"Extended Reality (XR),\" \"Medical Education,\" \"Surgical Planning,\" \"Clinical Training,\" and \"Patient Therapy.\" Boolean operators (AND, OR) were applied, and through a systematic review process, 21 peer-reviewed studies published between 2010 and 2024 were analyzed.</p><p><strong>Results: </strong>The usage of ARs and VRs in medical education is of great interest since they blend physical and digital learning features. Of the 21 studies (2021-2024), 8 systematic reviews and 3 randomized controlled trials showed that XR was effective in medical education (5 studies) and surgical planning (4 studies). Six studies identified low- and middle-income countries' limitations (eg, costs, infrastructure), but one research found that non-XR approaches were successful in resource-limited locations. Common drawbacks were limited sample sizes (3 studies) and database biases (2 studies). XR showed transformational potential but needed equitable scalability techniques.</p><p><strong>Conclusion: </strong>The primary goal of this systematic review is to provide insight into AR research, identify potential future trends, and serve as inspiration for healthcare professionals, medical college professors, researchers, and scientists working in the fields of AR, VR, and XR in the healthcare industry.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342315"},"PeriodicalIF":2.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12123137/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum to \"Tapping into Efficient Learning: An Exploration of the Impact of Sequential Learning on Skill Gains and Learning Curves in Central Venous Catheterization Simulator Training\".","authors":"","doi":"10.1177/23821205251346115","DOIUrl":"https://doi.org/10.1177/23821205251346115","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1177/23821205241271541.].</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251346115"},"PeriodicalIF":2.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12117223/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cost and Challenges of Clinical Competency Committees and Milestones Assessment.","authors":"Marcos C Borges, McKenzie M Kennedy, Charles W Kropf, Matthew D Caldwell, Robert D Huang, Grace J Kim, David T Hughes, Larry D Gruppen, Deborah M Rooney","doi":"10.1177/23821205251336279","DOIUrl":"10.1177/23821205251336279","url":null,"abstract":"<p><strong>Background: </strong>Several challenges regarding Clinical Competency Committee (CCC) processes have been previously reported. Few studies have addressed the cost of assessment in healthcare professional education. This study aimed to assess the time spent on and the cost of CCC processes, and faculty perception of the Milestones assessment in three residency programs.</p><p><strong>Methods: </strong>We surveyed CCC faculty members to capture time devoted to, and satisfaction with, CCC processes from three residency programs at the University of Michigan: Anesthesiology, Emergency Medicine, and Surgery. During preparatory periods before CCC meetings, administrative staff used daily logs to record time spent in the CCC preparatory period to develop meeting documents and resident reports. CCC faculty members supplied estimated time spent preparing residents' assessments through a survey administered the day following the meeting. Additionally, the duration of each CCC meeting was recorded, and salaries were confirmed to estimate total cost. Total faculty and staff time was summed and reviewed by each departmental CCC program director.</p><p><strong>Results: </strong>CCC members found the unstandardized semi-annual report compiled by the programs was poorly organized, not easy to review, and did not provide high-quality information for setting Milestones. The majority of CCC members reported the current CCC process does not allow enough time for review of resident data, does not provide valuable feedback to inform resident progression, and does not provide adequate rigor to defend CCC decisions. Annually, administrative staff spent 162.9 ± 151.7 h preparing the reports. Faculty spent 147.0 ± 78.4 h for the resident assessment preparation and 97.3 ± 24.1 h in CCCs meeting. Based on salaries, the cost of CCC processes for Milestone assessment totaled USD83,437, with USD22,776, USD31,764, and USD28,897 for Anesthesiology, Emergency Medicine, and Surgery, respectively. With an average of USD395.44 per resident, the total annual CCC cost for University of Michigan Medical was extrapolated to be USD404,531.</p><p><strong>Conclusions: </strong>Though Milestones were implemented more than ten years ago, CCC processes are still unsatisfactory to faculty and pose a significant institutional cost. Alternative approaches are still needed to improve resident competency assessment processes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251336279"},"PeriodicalIF":2.0,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12106988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144162621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global Health Education in US Pediatric Critical Care Medicine Fellowships.","authors":"Adeolu Aromolaran, Brittany Murray, Cynthia Sinha, Zhulin He, Mary L DeAlmeida","doi":"10.1177/23821205251343181","DOIUrl":"10.1177/23821205251343181","url":null,"abstract":"<p><strong>Background: </strong>Global health (GH) education is of growing interest and importance among pediatric trainees, including those pursuing pediatric critical care medicine (PCCM) training. Despite this, opportunities for formal GH training in US PCCM fellowships are limited.</p><p><strong>Objective: </strong>This study aims to describe the GH curricula at US PCCM fellowships, barriers to GH education expansion, and fellow attitudes toward GH.</p><p><strong>Methods: </strong>This study was a cross-sectional survey of program directors (PDs) and fellows from PCCM fellowships regarding currently available GH education at their institutions.</p><p><strong>Results: </strong>We obtained data from 48 of 76 (63%) PCCM fellowship PDs and 60 PCCM fellows. Of responding programs, 9 (19%) offered a formal GH track, 28 (58%) offered GH opportunities but did not have a formal track, and 11 (23%) offered no GH opportunities. Programs that offered GH training had more fellows (<i>P</i> = .02) and GH faculty (<i>P</i> < .01) than those with no GH training. The most common GH-related offerings were sporadic GH lectures (76%), international clinical experiences (65%), and a GH-related scholarly project (51%). The significant barriers to the expansion of GH training were lack of funding, scheduling considerations, and lack of faculty mentorship.</p><p><strong>Conclusions: </strong>GH education is available for PCCM fellows in the majority of training programs; however, this education is highly variable and often incomplete. While there is interest from both faculty and fellows in making this education more robust, significant institutional barriers persist. Addressing these barriers will be essential to promoting and enhancing GH education in PCCM fellowships.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251343181"},"PeriodicalIF":2.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12099133/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Essential Competencies for Medical Education in the Post-COVID-19 Pandemic Era: A Mixed-Methods Investigation at a Japanese Medical School.","authors":"Misaki Onodera, Zaiya Takahashi, Hajime Kasai, Hidetaka Yokoh, Kiyoshi Shikino, Yasuhiko Kimura, Ikuo Shimizu, Kazuyo Yamauchi, Mayumi Asahina, Shoichi Ito","doi":"10.1177/23821205251333502","DOIUrl":"10.1177/23821205251333502","url":null,"abstract":"<p><strong>Background: </strong>The coronavirus disease 2019 (COVID-19) pandemic has led to considerable advances in medical education through technological integration. The crisis generated by the pandemic in medical practice, education, and evolving technology has led to changes in the skills of medical professionals. This study aimed to examine the competencies required of medical students in the post-pandemic era.</p><p><strong>Methods: </strong>We conducted 2 mixed-methods studies. Study 1 explored medical students' necessary competencies after the COVID-19 pandemic. We conducted group work with faculty members and students from the Chiba University School of Medicine, captured proposed competencies, discussed them, and qualitatively analyzed the group work data using content analysis to extract the competencies. Study 2 was a secondary data analysis that compared the categories identified in Study 1 with the competencies required prior to the COVID-19 pandemic, which were extracted from the websites of all 82 medical schools and colleges in Japan, to identify the differences in competencies before and after the pandemic.</p><p><strong>Results: </strong>Study 1 resulted in the identification of 12 categories and 62 subcategories. The results of Study 2 showed that the increased occurrence of competencies was related to the utilization of information and communication technology (ICT) and artificial intelligence (AI), self-management, information gathering and explanation, liberal arts and generic skills, and exploring medicine and medical care/research presentations. The prevalence rates of these factors prior to the COVID-19 outbreak were 17.1%, 28.0%, 39.0%, 41.5%, and 48.8%, respectively.</p><p><strong>Conclusions: </strong>Competency-based medical education in ICT, self-management, and medical exploration has become increasingly important after the pandemic. Therefore, it is necessary to develop an educational curriculum to enable medical students to acquire these competencies. The study findings contribute to the literature on medical education and offer valuable insight into setting effective academic goals and designing suitable curricula for undergraduate medical students in the post-pandemic era.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333502"},"PeriodicalIF":2.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12099140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Interventions to Promote Diversity, Equity, and Inclusion in the United States Healthcare Workforce.","authors":"Katherine A Hill, Andrew W Austin, Felicity T Enders","doi":"10.1177/23821205251333034","DOIUrl":"10.1177/23821205251333034","url":null,"abstract":"<p><strong>Background: </strong>Diversifying the healthcare workforce is critical to achieving a healthier, more equitable society.</p><p><strong>Objectives: </strong>The objective of this literature review was to examine and synthesize the literature on interventions to promote diversity, equity, and inclusion (DEI) in people who are currently enrolled in the workforce or in a terminal degree/training program and who are located in the following institution types: medical centers; healthcare organizations; and schools of dentistry, medicine, nursing, nurse practitioners, physician assistants, and public health.</p><p><strong>Methods: </strong>A literature search was performed on November 2, 2023 in Ovid MEDLINE^®. We reviewed titles and abstracts of all retrieved articles from 2000 forward and the full text of articles included in the final review. We included English-language articles published in peer-reviewed journals that detailed 1 or more interventions to promote DEI in the United States and United States territories. All data included in the final review was extracted by a single investigator and charted using an Excel spreadsheet.</p><p><strong>Results: </strong>The authors identified 55 articles for inclusion, 4 of which aggregated and analyzed data from many interventions. The remainder detailed 52 interventions across 25 states and Puerto Rico. Most articles did not include a comparison group (38, 69%). The types of interventions identified were: institutional change (14, 27%), mentorship (13, 25%), development programs (13, 25%), pathway programs (5, 10%), financial support (2, 4%), and workshops (2, 4%). Three (6%) interventions could not be categorized. Most studies detailed interventions in medicine (28, 54%) and nursing (11, 21%), focused on racial and ethnic (42, 81%) and/or sex (12, 23%) diversity, and targeted students (33, 64%) and/or faculty/staff (28, 54%).</p><p><strong>Conclusion: </strong>Many different types of interventions have been trialed to promote workforce DEI in the United States healthcare workforce. These efforts must continue to achieve a diverse and equitable healthcare workforce.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333034"},"PeriodicalIF":2.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}