Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103

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.

Acknowledgements

We would like to thank Professor Kamila Hawthorne and Dr. Peter Leftwick for reviewing drafts of this document, and to the wider DIMAH group for their collegiality as we continue our work in enhancing diversity education to improve patients’ experience of health provision.

Notes on contributors

NISHA DOGRA, BM, DCH, FRCPsych, MA, PhD, Professor of Psychiatry Education and an honorary consultant in child and adolescent psychiatry at the University of Leicester.

FARAH BHATTI, MA(Oxon), MBBChir (Cantab), FRCS(CTh), MD(Cantab), Consultant Cardiothoracic Surgeon and Honorary Associate Professor, Swansea University.

CANDAN ERTUBEY, MSc, PhD, CPsychol, FHEA, Senior Lecturer in Psychology, University of Bedfordshire.

MOIRA KELLY, PhD, Senior Lecturer in Medical Sociology, Queen Mary University of London.

ANGELA ROWLANDS, MSc, BSc, PGCE Dip Nursing, RGN, Senior Lecturer Clinical Communication Skills and Academic Support, Queen Mary University of London.

DAVINDER SINGH, MBChB, MRCGP, DFSRH, PgCert, Cardiology, General Practitioner and Academic Training Fellow, University of Sheffield.

MARGOT TURNER, BA, MA, Senior Lecturer in Medical Education, St George’s Medical School, University of London.

Declaration of interest: All authors are members of Diversity in Medicine and Health (DIMAH). DIMAH is a national UK network of teachers in diversity working together to develop an evidence base for the field, share good practice and offer mutual support, as well as offer practical advice. Please visit the website for more information at www.dimah.co.uk. Additional case examples have been provided by Rebecca Farrington (University of Manchester), Jan Owens (University of Sheffield).

Supplementary material available online at http://dx.doi.org/10.3109/0142159X.2015.1105944