From: Responsiveness to societal needs in postgraduate medical education: the role of accreditation
Interventions | Benefits to the health care system (relevant social accountability values) | Strategies to effect change |
---|---|---|
Promote equity in access to medical education for all individuals regardless of gender or racial, ethnic, or other minority status | Increased fairness; enhanced diversity; a physician workforce that is more representative of the diversity of patients (relevance, equity) [3] | System: Affirmative action [18] (despite ongoing challenges) [19] Accreditation: Accreditation requirements that promote diversity and inclusion [20]; standards for programs and institutions to focus on the ongoing, systematic recruitment and retention of a diverse workforce, including trainees, faculty, senior leaders, and other members of the academic community Institution and program: Institutions with a mission to educate members of racial or ethnic minorities; holistic admissions approaches that promote diversity and inclusion [21] |
Promote cultural curiosity, sensitivity, and humility | Improved experience of care; promotion of patient engagement and adherence to care (relevance, quality, equity) [3] | Accreditation: Accreditation efforts to highlight cultural sensitivity and cultural competence in curricula, educational programming, faculty role modelling, and trainee assessment [22] Institution and program: Institutional- and program-level efforts to teach, role-model, and assess cultural competency and sensitivity |
Promote diversity and inclusion with respect to race, ethnicity, religion, gender, and sexual orientation in the medical workforce | Promotion of an inclusive, supportive learning environment, and of cultural sensitivity and humility in the learning environment and in graduates’ future practice | Accreditation: Accreditation standards requiring that programs and their institutions focus on the ongoing, systematic recruitment and retention of a diverse workforce, including trainees, faculty, senior leaders, and other members of the academic community. Institution and program: Institutional- and program-level efforts to teach, role-model, and assess inclusiveness in the learning and working environment; faculty development focused on the advancement of minorities [23] |