Investigating Perspectives about Diversity, Equity, Inclusion Curriculum of Psychiatry Residents, a Qualitative Analysis Open Access
Heard, Erika (Fall 2022)
Published
Abstract
Abstract:
Introduction: Health disparities have continued to persist despite efforts made by healthcare organizations to address them. Recently, many organizations have implemented diversity, equity, and inclusion (DEI) programs to address health inequality against the backdrop of the pandemic and the deaths of Black Americans at the hands of law enforcement. The medical community has a complex connection in developing and remaining complicit in upholding the systems of racism that infiltrates all facets of Black life. This is particularly true of psychiatry. Thus, the historical context of scientific racism must be acknowledged and dismantled.
Objective: As DEI programs and curricula have become a mainstay in addressing health disparities in healthcare, their effectiveness in addressing disparate health outcomes has not been proven. Thus, it is essential to understand how learners absorb this curriculum. The study investigates the perspectives of psychiatry residents participating in the DEI curriculum to understand motivations for participation, strengths and weaknesses of the program, and beliefs about areas for further growth and development. Based on these assessments, recommendations were developed to improve the program and increase engagement.
Methods: The primary researcher used qualitative methods to assess residents’ beliefs and perspectives. The researcher used quantitative methods to conceptualize the resident participants. The data collected underwent thematic data analysis, and codes were then applied. The codes developed were then used to create a codebook.
Results: Participants highlighted the need for systemic implementation of DEI work with the integration of the work throughout the duration of their program and their clinical encounters. Residents highlighted that one of the main reasons for applying to Emory is because of Grady Hospital, and as such, they expect to receive training that will help them best care for their patients. DEI is an aspect of training they expect to help them treat their patients. Lastly, evidence-based DEI work is needed to equip residents with proven tools to address health outcome inequity adequately.
Conclusions: The findings of this study move the conversation forward by recommending bolder, more systemic change. To reduce health disparities, it will be important to develop a DEI curriculum based on structural competency and utilize evidence-based methods to assess the difference in health outcomes for those who participate in the DEI curriculum versus those who do not participate in this curriculum. This study highlights that this work is necessary not only for patient outcomes but also because residents expect to do it when attending Emory due to the patients they know they will serve. Thus, it is seen as a strength and a value that residency programs are doing this work.
Table of Contents
Table of Contents
Definitions and Common Terms ............................................................................................................... 7
Introduction ........................................................................................................................................... 9
Problem Statement.................................................................................................................................. 9
Background ............................................................................................................................................ 9
Historical Context .................................................................................................................................. 10
Education .............................................................................................................................................. 12
Criminal Justice...................................................................................................................................... 14
Black Wealth.......................................................................................................................................... 15
Black Health........................................................................................................................................... 17
Literature Review ................................................................................................................................... 19
Diversity Training................................................................................................................................... 20
Current Practice...................................................................................................................................... 21 Challenges.............................................................................................................................................. 25
Specific Aims.......................................................................................................................................... 26
Methodology .......................................................................................................................................... 27
Population and Sample............................................................................................................................ 28
Research Design and Analysis................................................................................................................... 28 Results.................................................................................................................................................... 29
Qualitative Analysis................................................................................................................................. 29
Recommendations from participants......................................................................................................... 35
Discussion ............................................................................................................................................... 36
Structural Competency............................................................................................................................. 40 Limitations.............................................................................................................................................. 42
Strengths ................................................................................................................................................. 42
Significant to Public Health ....................................................................................................................... 43 Conclusions.............................................................................................................................................. 43 References................................................................................................................................................ 45 Appendices............................................................................................................................................... 52
Appendix A Focus Group Questions............................................................................................................ 52
Appendix B Lectures ................................................................................................................................. 53
Appendix C Codebook............................................................................................................................... 54
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Primary PDF
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Investigating Perspectives about Diversity, Equity, Inclusion Curriculum of Psychiatry Residents, a Qualitative Analysis () | 2022-11-07 16:02:23 -0500 |
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Supplemental Files
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focus group 1 (analysis codes) | 2022-11-07 16:02:29 -0500 |
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focus group 2 (analysis codes) | 2022-11-07 16:02:40 -0500 |
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