Cultivating Inclusion In Healthcare Learning
Academic Medical Center
A COMPREHENSIVE ASSESSMENT OF MEDICAL SCHOOL CURRICULA, BEDSIDE MANNER TRAINING, AND THE LIVED EXPERIENCE OF UNDERREPRESENTED RESIDENTS AND FELLOWS.
Goal
RESULTS
When
Client
CLINICAL EQUITY & PATIENT OUTCOMES
EXAMINING THE IMPACT OF CAMPUS CLIMATE ON THE DEVELOPMENT OF CULTURALLY COMPETENT HEALTHCARE PROVIDERS.
In healthcare education, the climate of the learning environment directly correlates with the quality of future patient care. This engagement focused on the unique stressors found in academic medicine, where the transition from classroom to clinic often exposes deep-seated systemic biases. We analyzed the experiences of medical students and residents to identify how institutional culture influences their professional identity and their ability to provide equitable care to diverse patient populations.
- Assessment of bias in clinical evaluation and grading
- Mapping the "hidden curriculum" in surgical and specialty rotations
- Evaluation of support systems for first-generation medical students
Strategic approachThe work utilized a high-stakes research model designed for the fast-paced, high-pressure environment of a teaching hospital. We moved beyond standard surveys to conduct longitudinal observations and confidential interviews with residents, attending physicians, and nursing staff. By bridging the gap between academic theory and clinical practice, we provided the Dean of Medicine with a roadmap to integrate inclusive excellence into the very fabric of the clinical training lifecycle.
- Identifying friction points in the transition from M2 to M3 years
- Designing interventions for biased feedback in attending evaluations
- Strengthening the pipeline for underrepresented faculty in specialized medicine
Outcomes and impactThe project led to a fundamental redesign of the residency matching and evaluation process. The institution implemented a new "Holistic Review" framework for clinical rotations, resulting in a measurable increase in the retention of underrepresented residents and a documented improvement in student-reported belonging across all clinical sites.
"WE RECOGNIZED THAT WE COULDN'T PRODUCE EQUITABLE DOCTORS IN AN INEQUITABLE LEARNING ENVIRONMENT. THIS DATA GAVE US THE LEVERAGE TO CHANGE HOW WE TRAIN THE NEXT GENERATION OF HEALTHCARE LEADERS."
