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Keyword
Clinical Learning EnivonrmentDiversity
Equity
Graduate Medical Education
Inclusion
Inclusivity
Inclusion
Journal title
MedEdPublishDate Published
2024-10-15Publication Volume
14Publication Begin page
61
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Show full item recordAbstract
Despite the Supreme Court's decision on race-based admissions, academic medical centers, medical societies, and accreditation bodies remain committed to recruiting a diverse workforce. Many medical schools and graduate medical education programs created initiatives to expand their census of underrepresented in medicine (UIM) as the key to addressing health care disparities. As a result, an influx of an UIM physician workforce has entered clinical learning environments, often without consideration of the inclusivity of these settings. To create inclusive, safe, and comfortable CLEs, we must first recognize the challenges faced by UIM trainees, students, and faculty and the complex ways in which discrimination manifests. Ultimately, having inclusive CLEs allows all learners, especially those from historically excluded identities, to thrive in their training and working environment, making it essential to retain the diverse workforce necessary. Using case examples, we discuss strategies of inclusivity and ways in which we can maintain clinical learning environments where learners feel safe and supported through their training.Citation
Smith TY, Terhune K, Caniano DA. Fostering Inclusivity in the Clinical Learning Environment. MedEdPublish (2016). 2024 Oct 15;14:61. doi: 10.12688/mep.20515.2. PMID: 39429511; PMCID: PMC11490830.DOI
10.12688/mep.20515.2ae974a485f413a2113503eed53cd6c53
10.12688/mep.20515.2
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Except where otherwise noted, this item's license is described as This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.