These resources cover the key guidance in diversity education and offer some frameworks for educators. A key part of our work is to improve diversity in your respective curricula and these provide some useful starting points.
Other sections of our website provide examples of teaching in curricula around the UK, as well as examples of diversity in assessment and faculty development (CPD). We hope this will help with your own institutional work.
AMEE on teaching diversity
Abstract
The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education.
The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching.
Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.
General Medical Council (GMC) on equality and diversity in teaching and training
GMC (2017), Promoting excellence: equality and diversity considerations
This guide aims to support organisations in designing and providing education and training that meets the requirements set out in Promoting excellence: standards for medical education and training.
It makes clear our expectations of the equality and diversity considerations that apply to each standard and requirement. It also gives examples of the equality and diversity evidence we expect organisations to provide, to show they are meeting the standards.
Further resources
Following are some resources you may find useful which explore diversity education in more depth.
‘Structural Competency: Decolonising Medical Knowledge’ by Nivethitha Ram
How do knowledge and power emerge together? How is biomedical reductionism implicated in the coloniality of Western medicine? This video aims to unpacking epistemic injustice in the medical curriculum and in the clinic. It seeks to critically think about diversity teaching and how diversification needs to go hand in hand with decolonisation.
‘Structural Competency: Race, Migration and the Media’ by Natasha Chilambo
How is race operationalised in medicine? In this video we’re looking at the racialisation of COVID-19 – who is rendered disposable and who is rendered a martyr? Unpacking the construction of masculinities and mental illness. It seeks to critically think around race, gender and class and how they play out in both in medical education and in practice.