708 Equality, diversity and inclusion in medical education: are we doing enough?

• Published in: Archives of disease in childhood 2022-08, Vol.107 (Suppl 2), p.A387-A388
• Main Authors: Shad, Nadia, Larsson, Martina, Hulbert, Rebecca, Ka Yee Chu, Kelly, Fernando, Antony, Macaulay, Chloe, Roueche, Alice
• Format: Article
• Language: English
• Subjects: Abstracts; Case studies; Curricula; Education; Educational Development; Ethnicity; Faculty Development; Medical education; Medical students; Multiculturalism & pluralism; Patients; Pediatrics; Photography; Physicians; Sexuality; Social exclusion; Stereotypes; Students; Surveys; Teaching; Teaching Methods
• ISSN: 0003-9888; 1468-2044
• DOI: 10.1136/archdischild-2022-rcpch.629

AimsIn 2020 the GMC released guidance on promoting excellence in medical education stating we should be giving our students the opportunity to gain knowledge and appreciate how to treat patients from a diverse background. It is our responsibility to ensure our resources are diverse and inclusive, and as clinicians we must ensure our future doctors can serve all corners of our society.We aim to review the current attitudes of medical students towards the curriculum.We will review our curriculum and amend our literature, our resources, and our thinking if necessary.MethodsWe surveyed 50 medical students studying paediatrics at our institution. Our survey asked questions regarding the importance of diversity in the curriculum, the current viewpoint on our curriculum and proposed improvements. We used a combination of likert scoring and white box answers. The survey was anonymous.Results98% of students reported diversity in the curriculum was important to them. 45% of students felt the curriculum represented them. Only 17% of students felt our teaching showcases diversity. Comments included teaching serving ‘predominantly white patients’, ‘images are largely of caucasian children’, and sometimes the use of ethnic examples ‘reinforcing stereotypes’. Multiple students commented feeling underconfident with presentations of common signs of illness and dermatological conditions in various skin tones including the appearance of pallor and mottling. Particular lack of LGBTQIA+ content was highlighted. There is a desire for more discussion surrounding the social determinants of health. Positive comments included the suggestion there is a change in the culture of discussing equality and diversity in our curriculum, and that a majority of the teachers are well versed in presentations of disease in different populations. Clinical experience was found to provide exposure to many marginalised groups.Abstract 708 Figure 1Abstract 708 Figure 2ConclusionStudents suggested case based discussion and reflections on personal experiences of patients, doctors and peers may benefit them. Stock images and resources of patients must be reviewed and improved. Marginalised groups must be integrated into the conversation when developing these resources such as case studies and up to date evidence should be used. Where ethnicities and sexuality is being discussed it is imperative we do no reiterate stereotypes. Informed teaching and content on diverse populations should become the norm, n