Journal of Regional Medical Campuses

An Analysis of Student Generated Learning Objectives for the Integration of Diversity, Equity, and Inclusion Competencies

Abdul-Jawad Majeed

Penn State College of Medicine

Mandy Hsu

Christa Wilk

Juan Jan Qiu

DOI: https://doi.org/10.24926/jrmc.v8i1.6424

Keywords: Medical Education, Diversity, Equity, and Inclusion, Regional Medical Campus

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Abstract

At a regional medical school in the Northeastern U.S., first year medical students form discussion-based groups that focus on experiential case learning. In these small groups, students are responsible for writing their weekly learning objectives (LOs) in each of the medical school’s four pillars: Basic Science, Clinical Sciences, Health Systems Sciences, and Health Humanities. The Health Humanities (HH) pillar provides medical students with the opportunity to study the principles of diversity, equity, and inclusion (DEI) within the context of medicine. Using the Association of American Medical Colleges’ (AAMC) New and Emerging Areas in Medicine Series: Diversity, Equity, and Inclusion Competencies Across the Learning Continuum guide and Bloom’s taxonomy, we provide an initial descriptive report of the extent to which HH LOs created by students in this self-directed curriculum address the DEI competencies the AAMC expects medical students to develop by the time of graduation.