Inclusivity in Health Professions Education

There is growing recognition that when health professions education and research embrace principles of equity, diversity and inclusivity (EDI), they will have higher impact. While there is much ongoing work to embed EDI within health professions education and research, there remain many areas where this could be further strengthened.

We have successfully delivered a number of national and international workshops on strengthening EDI within health professions education research, publication and faculty development at the ASME Annual Scholarship Meeting, ASME Researching Medical Education conference and AMEE conference during 2022-23.

We are currently engaged in a programme of research to explore differential attainment in undergraduate medical education, with a view to recommending strategies to strengthen assessments within the HYMS MB BS programme. 

Akin-Akinyosoye, K., Ellawala, A. & Mongan, L. (2023). Exploration of factors contributing to differential attainment in undergraduate medical education through identification of performance profiles. Proceedings of ASME Annual Scholarship Meeting 2023. Birmingham, UK.

Akin-Akinyosoye, K., Ellawala, A. & Mongan, L. (2023). Exploration of factors contributing to differential attainment in medical education – a psychometric study. Proceedings of AMEE Conference 2023. Glasgow, UK.

Ajjawi, R., Crampton, P. E., Ginsburg, S., Mubuuke, G. A., Hauer, K. E., Illing, J., ... & Cleland, J. (2022). Promoting inclusivity in health professions education publishing. Medical Education, 56(3), 252-256.

Crampton, P. E., & Afzali, Y. (2021). Professional identity formation, intersectionality and equity in medical education. medical education, 55(2), 140-142.