Student and Resident Perspectives on Diversity, Equity, and Inclusion Events in Medical School

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However, there is limited data on the perceived impact of DEI events from the perspectives of trainees. This study sought to examine the impact of DEI training in medical school from the perspectives of medical students and first-year residents. Methods A 17-question cross sectional survey was constructed, and data analysis including descriptive statistics and relevant data associations were conducted using the Qualtrics XM software. Results A majority of respondents agreed that their institutions support the promotion of DEI events on campus (81.3%), DEI training was part of their curricula (60.9%), and improved their cultural awareness (46.4%). Also, respondents indicated these events provided understanding of the need for a diverse and inclusive workforce (53.7%), and 46.4% stated they could provide excellent care to diverse patients as a result. Among residents, 20% agreed to the use of DEI knowledge in patient care during residency. However, while 27.3% acknowledged their DEI experiences were highlighted during residency interviews, only 11.1% stated that residency programs were interested in their DEI experiences gained in medical school. Conclusion Medical trainees recognize the impact of DEI events in understanding the inequities in patient care. Most medical students feel DEI events is beneficial to their training. However our study shows that the impact of DEI events may be further enhanced if trainees’ views and perspectives on DEI events are considered and incorporated into program curricula. Diversity Equity Inclusion Residency Medical School Medical Students Residents Highlights Type of Research: Cross-Sectional Survey of Medical Students and First-Year Residents in participating U.S. institutions Research Question: What are medical students’ and residents’ perspectives on the impact of Diversity, Equity and inclusion (DEI) events on their medical training? Key Findings: Survey data showed that most respondents recognize the impact of DEI events on their practice of Medicine, particularly when they interact with patients during clinical rotations. However, responses from residency trainees seem to suggest that DEI events neither had a noteworthy influence on their residency application process nor elicit interest from residency programs. Conclusions : Medical students recognize the impact that DEI events in medical school have on their care of diverse patient populations. However, the interest in and impact of these events seems to lessen after medical school years. Based on these findings, we concluded that it is important that medical school educators planning DEI events for their curricula consult students and gather more information on the nature of events that are likely to have a significant impact on their understanding of DEI in patient care during and after medical school. Moreover, residency programs must continue to find ways to foster trainees’ interests in patient-focused DEI events that are beneficial to residents and attending physicians. Introduction The subject of Diversity, Equity and Inclusion (DEI) has gained traction across healthcare specialties and in the medical curriculum in recent years. DEI-encompasses an organizational framework that can be incorporated at any workplace or education system designed to eliminate inequalities and systemic barriers amongst populations [ 1 ]. There is an ever-growing realization of the diversity of patients that physicians encounter in hospitals and clinics. This is even more important given the rapidly changing U.S. population makeup, and the complexity of the current patient population [ 2 ]. Failure to consider DEI in various aspects of Medicine has been shown to promote inequalities in patient care [ 3 ], research [ 4 ], and training of future healthcare professionals. In recent years, there has been considerable increase in efforts to promote DEI in the United States and worldwide. In the field of medical education, solutions proposed have focused on medical student recruitment, activities geared towards improvements in cultural awareness and identification of implicit and explicit biases in medical schools, residency programs and beyond [ 5 ]. Several medical schools and residency programs have restructured their mission and vision statements, pledging strategies and plans geared towards increasing faculty, staff, trainees, and students' awareness to DEI issues [ 6 ]. Other efforts by medical institutions include holistic applicant review, integrating allyship in the medical training curriculum, and focused recruitment of minority students and faculty [ 7 ]. Efforts to deal with these gaps in minority admissions have led to several institutions taking actionable steps over the years to boost numbers of medical school applicants and matriculants. An example of this is seen in the Medical University of South Carolina’s ten-year plan to diversify its medical student population between 2002 and 2012, an effort that saw the doubling of the number of underrepresented-in-medicine (URM) students and residents, fellows, and faculty over the next few years [ 8 ]. Grbic et al examined data from 134 medical schools, investigating the association between the use of Holistic Review in Admissions (HRA) workshops and four measures of diversity and found a positive correlation between HRA workshops and all the four measures of diversity studied. This data showed a more significant association between HRA workshops and the compositional diversity of the student body in institutions that held these workshops as compared to those that did not [ 9 ]. Moreover, in an article describing the role of accreditation in fostering DEI efforts in medical schools, the author reported that school document reviews, stakeholder interviews and mock site visits help bolster DEI efforts, particularly in institutions where school leaders supported DEI efforts and empowered those who championed DEI activities [ 10 ]. Several studies have been published about DEI in residency program specialties such as Family Medicine [ 11 ], Obstetrics and Gynecology [ 12 ], Anesthesiology [ 13 ], and Orthopedic Surgery [ 14 ]. To improve awareness on DEI and the role it plays in optimal patient care among medical students, most, if not all medical schools have incorporated some form of DEI activities and events in their mission and curricula. These have included DEI-focused orientation days at the start of medical school [ 15 ], providing training for implicit bias recognition, outreach to community college, undergraduate and post baccalaureate programs [ 16 ]. In spite of all the discourse around the implementation and promotion of DEI events in medical schools and residency programs, gaps in proper strategic planning and delineation of these activities continue to hinder the success of these efforts [ 17 ]. Few studies have looked at how medical students and residents themselves perceive DEI events incorporated in their different medical curricula and their impact in their medical training. This study sought to determine opinions and perspectives of trainees on the impact of these events and activities. Materials And Methods Survey Construction: Our study utilized an original 17-question Likert-type scale survey constructed using the Qualtrics XM survey tool Of these 17 questions, four were geared towards Demographics (Q1, Q2, Q16, Q17), eleven were DEI-related questions aimed at all respondents (Q2-Q12) while three were specific to residents (Q13-Q15). The cross-sectional study inquired about DEI opportunities in medical schools and respondents’ opinions on the impact of these events in their training as medical students. The additional questions intended for the residents inquired about the importance of DEI experiences on their residency application trail and whether this impacted their applications and interviews. Furthermore, residents were asked if their knowledge and skills from DEI training proved an asset when it came to the care of their patients. Inclusion Criteria: Inclusion criteria for survey respondents were medical students in U.S. Allopathic and Osteopathic medical schools, and first year residents in U.S. Residency programs. IRB approval was granted in February 2023 (IRB # HSB230201-E), and survey responses were recorded for six months (February 2023 to August 2023). The survey was disseminated via email and on commonly used messaging platforms like Discord and GroupMe. Data Analysis: 142 participants entered survey responses over the six-month period. For consistency in data analysis, 130 surveys filled in to completion were included. The final survey respondents included 120 medical students and 10 residents. The data was analyzed using the Qualtrics XM survey data analysis tool. Survey responses were divided as noted in the Survey Construction section above, into Demographics, Results by All Respondents and Results by Residents only. In addition, we combined the response categories “strongly agree” and “somewhat agree” into “agree’ and “strongly disagree” and “somewhat disagree” into “disagree’ responses for data consolidation and increased power. The Pearson’s Correlation coefficient was also used to analyze the data, specifically to identify the strength and significance of relationships between some of the variables. This was measured using a p-value less than 0.05 for statistical significance. Results Demographic Data: Most respondents were third- and fourth year students (57.3%). First-and second year students comprised 39% of respondents, and residents made up 5.3%. In terms of gender, the participants identified as females (61.7%), males (33.6%) and non-binary or prefer not to say (4.6%). In terms of race/ethnicity, participants were distributed as follows; White/Caucasian (35.5%), Black/African American (33.6%), Pacific Islander (11.2%), Hispanic (7.5%), and multiple or another race/ethnicity comprising 11.1%. A summary of the demographic data for participants in this study is summarized in Table I. DEI-related responses: Responses to eleven questions were used to assess participants’ perspectives of DEI. Our data shows a consensus among respondents on the value of DEI and its importance in their training. A summary of the data is shown in Table II. With respect to institution engagement (Q3, Q5, Q12), 81.3% of respondents agree that their institutions support the promotion of DEI events on campus, with 60.9% agreeing that DEI events were part of their curricula. Similarly, most respondents agreed that their institutions promoted DEI research (49.1%) and scholarship (66.4%) opportunities when available. Regarding student and faculty participation, 35.5% of respondents agreed that DEI events were attended by all students, and 49.1% stated that faculty members participated in these events. Finally, in terms of perceived impact (Q10-Q11), 46.4% of respondents agreed that DEI events improved their cultural awareness, 53.7% indicated they had a better understanding of the need for a diverse and inclusive workforce, and 46.4% stated they could provide excellent care to diverse patients as a result. We further analyzed the data by assessing the relationship between survey respondents’ level of DEI engagement and the influence DEI has had on their expectations as a future health care provider. An example of this are the results demonstrating a significant correlation between DEI research opportunities (Q4), and the provision of excellent patient care (Q11) (p = 0.00207, Pearson’s r = 0.291). We also observed a significant correlation between DEI lectures in curricula (Q5) and improved cultural awareness(Q9) (p = 0.0000717, Pearson’s r = 0.369). DEI scholarship opportunities (Q6), and the awareness of a need for a diverse and inclusive workforce(Q10), also had a statistically significant relationship (p = 0.000196, Pearson’s r = 0.351). Additionally, we related responses about attendance at DEI events (Q7) with impact questions (Q9-11). We found statistically significant positive relationships between attendance and improved cultural awareness, Q9 (p = 0.0459, Pearson’s r = 0.191) and awareness of a need for an inclusive and diverse workforce, Q10 (p = 0.00381, Pearson’s r = 0.276). There was, however, no statistically significant relationship between attendance and ability to provide excellent care to diverse patient populations, Q11 (p = 0.0513, Pearson’s r = 0.189). Resident specific responses: The survey included three questions that were specific to participants in residency (Q13-15). Table III summarizes the results we obtained. Due to the small sample size of only 10 respondents, we limited our interpretation of these results to general associations of residency application process, patient care, and program directors’ interest in students with a background in DEI experiences. Obtained results show that 27.3% of respondents agreed that their DEI experiences in medical school helped them in some way during their residency interview process. 20% of respondents stated that they were using DEI knowledge to care for patients during residency, and only 11.1% of respondents acknowledged that residency programs showed interest in their DEI experiences gained in medical school. Discussion In recent years, there has been a rising and intensifying discourse around the impact of DEI in Medicine, particularly in medical student and resident training. With the diverse patient population makeup, there is an increased need for minority physicians and healthcare professionals with whom these patients can identify and better relate to. Many institutions and programs have recognized this need and have actively implemented strategies that promote DEI awareness among their medical students and residency trainees. The effectiveness of these programs, however, is not clearly known. There is a difference between implementing actionable targets in training programs that actually help foster growth and advancement of DEI efforts, and simply implementing activities that do not have much impact. Our study sought to examine opinions and perspectives on DEI events used during medical training and the impact of this DEI training on patient care. Our results suggest that medical trainees recognize the importance of DEI events in their various institutions and their impact on their awareness of patient diversity, and inequities affecting patient care. On the other hand, interest in DEI events on the residency interview trail and beyond medical school seems to be diminished. While our data suggests that medical students feel DEI events may be beneficial to their training, more efforts are needed to increase the impact of DEI events on residency interviews, subsequent admission into residency programs. There are several reasons this might be the case. In our research, we postulate that one area to investigate is the opinions and perspectives of medical students and residents on DEI-based curriculum, and the value they assign to it. Programs can implement seminars and lectures and extracurricular DEI activities, but if trainees are not actively engaged in these discussions, or do not find them particularly stimulating, the impact or intended results may not be felt by these students. Furthermore, if these events are being attended by students only, but not by training program faculty, staff, and administrators, trainees may view this as a “bare minimum” effort by the programs to check off the boxes necessary for them to claim investment in DEI efforts [ 17 ]. Despite the many hours of implicit bias, cultural awareness and DEI training completed in medical school, residency programs and within hospital systems, examples of blatant disregard for minority patient interests and minority physician opinions still arise. For example, Grubbs (2023) reports of a case where a physician was terminated from their employment after they facilitated a discussion on race and gender health bias with medical students [ 18 ]. When the physician in question filed a lawsuit challenging their dismissal, the U.S. National Labor Relations Board (NLRB) office of General Counsel supported her lawsuit by filing an additional lawsuit against the institution, in which they concurred that under the National labor Relations Act (NLRA), her facilitation of a DEI discussion was protected under Section 7 of the ACT (NLRA; 29 U.S.C. §§ 151–169) [ 19 ]. Incidents such as these highlight the necessity for more measures to be taken to ensure that medical trainees, minority or otherwise, are not only equipped with the tools to ensure proper care of diverse patients, but also the space to discuss their own encounters with racism, sexism, and other disparities without fear of retaliation, reprisal, or pushback. We reckon from this study that successful implementation of DEI training of medical students and residency trainees requires their direct involvement in planning of DEI activities used in the curriculum. It is important that medical students be encouraged to speak up and identify events with potential to enhance their understanding of the U.S. patient population diversity and complexity. Furthermore, our study shows a need to continue DEI education during residency training. It is likely that due to challenges involving the rigor of residency training most residency programs will prioritize other aspects of their training over DEI activities. Our study, however, suggests that further training in DEI may still have long-term benefits for both the trainees and the institutions. Overall, our results suggest that successful implementation of DEI programs in the medical curriculum requires direct input from participating students. It is particularly important to seek opinions and perspectives of medical students and residents on the nature of DEI events to be incorporated into their training. Limitations : Our study had several limitations. These included a small sample size of 130. We also had limited responses from residency trainees (n = 10). This was attributed to residents’ busy schedules and our limited methods of survey distribution. Due to these limitations, this data should be extrapolated with caution. While a broader national study on these topics is required with a larger population size, results from our study validate findings from previous studies showing the importance of getting student perspectives when designing medical curricula. Conclusion With on-going efforts to promote DEI in medical schools, residency programs and hospitals, our study sought to examine the impact of DEI training in medical schools from the perspectives of medical students and first year residents. Our results showed that most medical students recognize the impact of DEI events on their practice of Medicine, particularly as they get introduced to patients in both the inpatient and outpatient settings. We concluded that for DEI training in medical school to be more effective, it is important that the opinions and perspectives of students on the nature of DEI activities to be included in the curricula be sought. We further concluded that DEI training should continue during residency training despite not having a significant impact on residency placement. Declarations Author contributions All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Veronica Epah NKIE, Danielle Roehrs, Dr. Chante Richardson, Dr. Rahul Garg and Dr. Benford Mafuvadze. The first draft of the manuscript was written by Veronica Epah NKIE. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. Ethics Approval and Consent to Participate: The above research project was approved as EXEMPT by the Alabama College of Osteopathic medicine Institutional Review Board, IRB #HS23020 . Informed consent was built into and described in the introduction page of the research survey. Completion of the survey indicated informed consent to participate. The survey introduction page is attached under “Related Files” in the submission link. Disclosures : None References Valencia EM (2022). Transforming Diversity, Equity, and Inclusion in Medical Education-Mayo Clinic Alix School of Medicine. Mayo Clin Proc . 2022;97(9):1592-1594. doi:10.1016/j.mayocp.2022.07.014 Kundhal KK, & Kundhal PS. (2003). Cultural diversity: An evolving challenge to physician-patient communication. JAMA , 289 (1), 94-94. El-Galaly TC, Gaidzik VI, Gaman MA, et al. (2023). A Lack of Diversity, Equity, and Inclusion in Clinical Research Has Direct Impact on Patient Care. Hemasphere . 2023;7(3):e842. Published 2023 Feb 21. doi:10.1097/HS9.0000000000000842 Ruzycki SM, Ahmed SB (2022). Equity, diversity, and inclusion are foundational research skills [published correction appears in Nat Hum Behav. 2022 Aug 2. Nat Hum Behav . 2022;6(7):910-912. doi:10.1038/s41562-022-014067 Yu PT, Parsa PV, Hassanein O, Rogers SO, & Chang DC (2013). 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Tables Table I: Demographic characteristics of participants in this study Gender Male 36 (33.6%) Female 66 (61.7%) Nonbinary 1 (0.9%) Race American Indian or Alaskan Native 0 (0.0%) Asian / Pacific Islander 12 (11.2%) Black or African American 36 (33.6%) Hispanic 8 (7.5%) White / Caucasian 38 (35.5%) Multiracial 7 (6.5%) Prefer not to say 6 (5.6%) Type of Medical school Allopathic 31 (25.2%) Osteopathic 92 (74.8%) Year of Training MSI/OMS I 20 (15.4%) MSII/OMS II 31 (23.9%) MSIII/OMS III 44 (33.6%) MSIV/OMS IV 27 (20.8%) Resident 7 (5.4%) Fellow 1 (0.8%) Table II: Medical students and residents’ opinions and perspectives on DEI Question Agree n (%) Neutral n (%) Disagree n (%) Q3- My school fully supports events promoting DEI on campus 90 (81.8%) 11 (10.0%) 9 (8.2%) Q4-There is opportunity for DEI-focused research at my institution 54 (49.1%) 29 (26.4%) 27 (24.5%) Q5-DEI Lectures are a standard part of my institution’s curriculum 67 (60.9%) 16 (14.5%) 27 (24.5%) Q6-My institution promotes DEI scholarship opportunities when available 73 (66.4%) 20 (18.2%) 17 (15.5%) Q7-The DEI Lectures at my institution were always attended by all students in my class 39 (35.5%) 17 (15.5%) 54 (49.1%) Q8-Our instructors and administrators participated actively in DEI events 54 (49.1%) 26 (23.6%) 21 (27.3%) Q9-DEI lectures and projects at my institution have enabled me to be more culturally aware 48 (43.6%) 27 (24.5%) 35 (31.8%) Q10-Because of events and lectures put on by my institution, I understand the need for a Diverse and Inclusive physician workforce 58 (53.7%) 22 (20.4%) 28 (25.9%) Q11-Because of events and lectures put on by my institution, I am capable of providing excellent care to a diverse patient population 51 (46.4%) 29 (26.4%) 30 (27.3%) Q12-Medical schools should consider more DEI lectures, courses and projects in their school curriculum 84 (76.4%) 7 (6.4%) 19 (17.3%) Table III. Resident-specific responses on DEI Question Agree n (%) Neutral n (%) Disagree n (%) Q13-Knowledge of DEI Subjects helped me stand out during my residency application process 3 (27.3%) 4 (36.4%) 4 (36.4%) Q14-I am currently using knowledge from my institution’s DEI events to better provide care to my patients in residency 2 (20.0%) 2 (20.0%) 6 (60.0%) Q15-Residency program directors were very interested in DEI experiences gained at my medical school 1 (11.1%) 3 (33.3%) 5 (55.6%) Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4208295","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":293224770,"identity":"1df7ef73-ab7e-4650-8f7f-dcc68ff9d15b","order_by":0,"name":"Veronica Nkie","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAApElEQVRIiWNgGAWjYDACHsYGBoYKGId4LWdI0wLEjG2kaDHnOdz4mHeenTy/2AHGB2/bCOtgsOxtbDbm3ZZsOHN2ArPhXGK0GJxnbJOcuY05weB2Aps0L5Fa2n/OnFMP0sL+mzgtZxvbGD42HAbbwkycljMHmyU+HDsO9Etis+Scc0RpSX/4IaGmWp5fOvnghzdlRGhBAqA4HQWjYBSMglFAHQAAcHw1D02XdyIAAAAASUVORK5CYII=","orcid":"","institution":"Alabama College of Osteopathic Medicine","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Veronica","middleName":"","lastName":"Nkie","suffix":""},{"id":293224771,"identity":"76245f85-2600-48a5-93ba-92d6c74b10ac","order_by":1,"name":"Danielle Isabella Roehrs","email":"","orcid":"","institution":"Alabama College of Osteopathic Medicine","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Danielle","middleName":"Isabella","lastName":"Roehrs","suffix":""},{"id":293224772,"identity":"ef3ac434-1172-40dd-b968-45b8c391165a","order_by":2,"name":"Chante Richardson","email":"","orcid":"","institution":"Meritus Health","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Chante","middleName":"","lastName":"Richardson","suffix":""},{"id":293224773,"identity":"903b564d-60a2-4157-8e62-852a4940c130","order_by":3,"name":"Rahul Garg","email":"","orcid":"","institution":"Alabama College of Osteopathic Medicine","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Rahul","middleName":"","lastName":"Garg","suffix":""},{"id":293224774,"identity":"7ef4d064-ba91-4cd8-bbe0-a45c0b06bf66","order_by":4,"name":"Benford Mafuvadze","email":"","orcid":"","institution":"Alabama College of Osteopathic Medicine","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Benford","middleName":"","lastName":"Mafuvadze","suffix":""}],"badges":[],"createdAt":"2024-04-02 17:50:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4208295/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4208295/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":67747620,"identity":"0efc15d4-844e-47a7-80d8-688d4f8a4169","added_by":"auto","created_at":"2024-10-29 09:54:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":462725,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4208295/v1/d3b07efa-8b2b-4d41-a060-5b00682934b4.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Student and Resident Perspectives on Diversity, Equity, and Inclusion Events in Medical School","fulltext":[{"header":"Highlights","content":"\u003cp\u003e\u003cstrong\u003e\u003cu\u003eType of Research:\u003c/u\u003e\u003c/strong\u003e Cross-Sectional Survey of Medical Students and First-Year Residents in participating U.S. institutions\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003eResearch Question:\u003c/u\u003e\u003c/strong\u003e What are medical students\u0026rsquo; and residents\u0026rsquo; perspectives on the impact of Diversity, Equity and inclusion (DEI) events on their medical training?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003eKey Findings:\u003c/u\u003e\u003c/strong\u003e Survey data showed that most respondents recognize the impact of DEI events on their practice of Medicine, particularly when they interact with patients during clinical rotations. However, responses from residency trainees seem to suggest that DEI events neither had a noteworthy influence on their residency application process nor elicit interest from residency programs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003eConclusions\u003c/u\u003e\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e Medical students recognize the impact that DEI events in medical school have on their care of diverse patient populations. However, the interest in and impact of these events seems to lessen after medical school years. Based on these findings, we concluded that it is important that medical school educators planning DEI events for their curricula consult students and gather more information on the nature of events that are likely to have a significant impact on their understanding of DEI in patient care during and after medical school. Moreover, residency programs must continue to find ways to foster trainees\u0026rsquo; interests in patient-focused DEI events that are beneficial to residents and attending physicians.\u0026nbsp;\u003c/p\u003e"},{"header":"Introduction","content":"\u003cp\u003eThe subject of Diversity, Equity and Inclusion (DEI) has gained traction across healthcare specialties and in the medical curriculum in recent years. DEI-encompasses an organizational framework that can be incorporated at any workplace or education system designed to eliminate inequalities and systemic barriers amongst populations [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. There is an ever-growing realization of the diversity of patients that physicians encounter in hospitals and clinics. This is even more important given the rapidly changing U.S. population makeup, and the complexity of the current patient population [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Failure to consider DEI in various aspects of Medicine has been shown to promote inequalities in patient care [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], research [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], and training of future healthcare professionals.\u003c/p\u003e \u003cp\u003eIn recent years, there has been considerable increase in efforts to promote DEI in the United States and worldwide. In the field of medical education, solutions proposed have focused on medical student recruitment, activities geared towards improvements in cultural awareness and identification of implicit and explicit biases in medical schools, residency programs and beyond [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Several medical schools and residency programs have restructured their mission and vision statements, pledging strategies and plans geared towards increasing faculty, staff, trainees, and students' awareness to DEI issues [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOther efforts by medical institutions include holistic applicant review, integrating allyship in the medical training curriculum, and focused recruitment of minority students and faculty [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Efforts to deal with these gaps in minority admissions have led to several institutions taking actionable steps over the years to boost numbers of medical school applicants and matriculants. An example of this is seen in the Medical University of South Carolina\u0026rsquo;s ten-year plan to diversify its medical student population between 2002 and 2012, an effort that saw the doubling of the number of underrepresented-in-medicine (URM) students and residents, fellows, and faculty over the next few years [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Grbic et al examined data from 134 medical schools, investigating the association between the use of Holistic Review in Admissions (HRA) workshops and four measures of diversity and found a positive correlation between HRA workshops and all the four measures of diversity studied. This data showed a more significant association between HRA workshops and the compositional diversity of the student body in institutions that held these workshops as compared to those that did not [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Moreover, in an article describing the role of accreditation in fostering DEI efforts in medical schools, the author reported that school document reviews, stakeholder interviews and mock site visits help bolster DEI efforts, particularly in institutions where school leaders supported DEI efforts and empowered those who championed DEI activities [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSeveral studies have been published about DEI in residency program specialties such as Family Medicine [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], Obstetrics and Gynecology [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], Anesthesiology [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], and Orthopedic Surgery [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. To improve awareness on DEI and the role it plays in optimal patient care among medical students, most, if not all medical schools have incorporated some form of DEI activities and events in their mission and curricula. These have included DEI-focused orientation days at the start of medical school [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], providing training for implicit bias recognition, outreach to community college, undergraduate and post baccalaureate programs [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn spite of all the discourse around the implementation and promotion of DEI events in medical schools and residency programs, gaps in proper strategic planning and delineation of these activities continue to hinder the success of these efforts [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Few studies have looked at how medical students and residents themselves perceive DEI events incorporated in their different medical curricula and their impact in their medical training. This study sought to determine opinions and perspectives of trainees on the impact of these events and activities.\u003c/p\u003e"},{"header":"Materials And Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eSurvey Construction:\u003c/h2\u003e \u003cp\u003eOur study utilized an original 17-question Likert-type scale survey constructed using the Qualtrics XM survey tool Of these 17 questions, four were geared towards Demographics (Q1, Q2, Q16, Q17), eleven were DEI-related questions aimed at all respondents (Q2-Q12) while three were specific to residents (Q13-Q15). The cross-sectional study inquired about DEI opportunities in medical schools and respondents\u0026rsquo; opinions on the impact of these events in their training as medical students. The additional questions intended for the residents inquired about the importance of DEI experiences on their residency application trail and whether this impacted their applications and interviews. Furthermore, residents were asked if their knowledge and skills from DEI training proved an asset when it came to the care of their patients.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eInclusion Criteria:\u003c/h2\u003e \u003cp\u003eInclusion criteria for survey respondents were medical students in U.S. Allopathic and Osteopathic medical schools, and first year residents in U.S. Residency programs. IRB approval was granted in February 2023 (IRB # HSB230201-E), and survey responses were recorded for six months (February 2023 to August 2023). The survey was disseminated via email and on commonly used messaging platforms like Discord and GroupMe.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis:\u003c/h2\u003e \u003cp\u003e142 participants entered survey responses over the six-month period. For consistency in data analysis, 130 surveys filled in to completion were included. The final survey respondents included 120 medical students and 10 residents. The data was analyzed using the Qualtrics XM survey data analysis tool. Survey responses were divided as noted in the Survey Construction section above, into Demographics, Results by All Respondents and Results by Residents only. In addition, we combined the response categories \u0026ldquo;strongly agree\u0026rdquo; and \u0026ldquo;somewhat agree\u0026rdquo; into \u0026ldquo;agree\u0026rsquo; and \u0026ldquo;strongly disagree\u0026rdquo; and \u0026ldquo;somewhat disagree\u0026rdquo; into \u0026ldquo;disagree\u0026rsquo; responses for data consolidation and increased power. The Pearson\u0026rsquo;s Correlation coefficient was also used to analyze the data, specifically to identify the strength and significance of relationships between some of the variables. This was measured using a p-value less than 0.05 for statistical significance.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eDemographic Data:\u003c/h2\u003e \u003cp\u003eMost respondents were third- and fourth year students (57.3%). First-and second year students comprised 39% of respondents, and residents made up 5.3%. In terms of gender, the participants identified as females (61.7%), males (33.6%) and non-binary or prefer not to say (4.6%). In terms of race/ethnicity, participants were distributed as follows; White/Caucasian (35.5%), Black/African American (33.6%), Pacific Islander (11.2%), Hispanic (7.5%), and multiple or another race/ethnicity comprising 11.1%. A summary of the demographic data for participants in this study is summarized in Table I.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eDEI-related responses:\u003c/h2\u003e \u003cp\u003eResponses to eleven questions were used to assess participants\u0026rsquo; perspectives of DEI. Our data shows a consensus among respondents on the value of DEI and its importance in their training. A summary of the data is shown in Table II. With respect to institution engagement (Q3, Q5, Q12), 81.3% of respondents agree that their institutions support the promotion of DEI events on campus, with 60.9% agreeing that DEI events were part of their curricula. Similarly, most respondents agreed that their institutions promoted DEI research (49.1%) and scholarship (66.4%) opportunities when available. Regarding student and faculty participation, 35.5% of respondents agreed that DEI events were attended by all students, and 49.1% stated that faculty members participated in these events. Finally, in terms of perceived impact (Q10-Q11), 46.4% of respondents agreed that DEI events improved their cultural awareness, 53.7% indicated they had a better understanding of the need for a diverse and inclusive workforce, and 46.4% stated they could provide excellent care to diverse patients as a result.\u003c/p\u003e \u003cp\u003eWe further analyzed the data by assessing the relationship between survey respondents\u0026rsquo; level of DEI engagement and the influence DEI has had on their expectations as a future health care provider. An example of this are the results demonstrating a significant correlation between DEI research opportunities (Q4), and the provision of excellent patient care (Q11) (p\u0026thinsp;=\u0026thinsp;0.00207, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.291). We also observed a significant correlation between DEI lectures in curricula (Q5) and improved cultural awareness(Q9) (p\u0026thinsp;=\u0026thinsp;0.0000717, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.369). DEI scholarship opportunities (Q6), and the awareness of a need for a diverse and inclusive workforce(Q10), also had a statistically significant relationship (p\u0026thinsp;=\u0026thinsp;0.000196, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.351). Additionally, we related responses about attendance at DEI events (Q7) with impact questions (Q9-11). We found statistically significant positive relationships between attendance and improved cultural awareness, Q9 (p\u0026thinsp;=\u0026thinsp;0.0459, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.191) and awareness of a need for an inclusive and diverse workforce, Q10 (p\u0026thinsp;=\u0026thinsp;0.00381, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.276). There was, however, no statistically significant relationship between attendance and ability to provide excellent care to diverse patient populations, Q11 (p\u0026thinsp;=\u0026thinsp;0.0513, Pearson\u0026rsquo;s r\u0026thinsp;=\u0026thinsp;0.189).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eResident specific responses:\u003c/h2\u003e \u003cp\u003eThe survey included three questions that were specific to participants in residency (Q13-15). Table III summarizes the results we obtained. Due to the small sample size of only 10 respondents, we limited our interpretation of these results to general associations of residency application process, patient care, and program directors\u0026rsquo; interest in students with a background in DEI experiences. Obtained results show that 27.3% of respondents agreed that their DEI experiences in medical school helped them in some way during their residency interview process. 20% of respondents stated that they were using DEI knowledge to care for patients during residency, and only 11.1% of respondents acknowledged that residency programs showed interest in their DEI experiences gained in medical school.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn recent years, there has been a rising and intensifying discourse around the impact of DEI in Medicine, particularly in medical student and resident training. With the diverse patient population makeup, there is an increased need for minority physicians and healthcare professionals with whom these patients can identify and better relate to. Many institutions and programs have recognized this need and have actively implemented strategies that promote DEI awareness among their medical students and residency trainees. The effectiveness of these programs, however, is not clearly known. There is a difference between implementing actionable targets in training programs that actually help foster growth and advancement of DEI efforts, and simply implementing activities that do not have much impact. Our study sought to examine opinions and perspectives on DEI events used during medical training and the impact of this DEI training on patient care.\u003c/p\u003e \u003cp\u003eOur results suggest that medical trainees recognize the importance of DEI events in their various institutions and their impact on their awareness of patient diversity, and inequities affecting patient care. On the other hand, interest in DEI events on the residency interview trail and beyond medical school seems to be diminished. While our data suggests that medical students feel DEI events may be beneficial to their training, more efforts are needed to increase the impact of DEI events on residency interviews, subsequent admission into residency programs. There are several reasons this might be the case. In our research, we postulate that one area to investigate is the opinions and perspectives of medical students and residents on DEI-based curriculum, and the value they assign to it. Programs can implement seminars and lectures and extracurricular DEI activities, but if trainees are not actively engaged in these discussions, or do not find them particularly stimulating, the impact or intended results may not be felt by these students. Furthermore, if these events are being attended by students only, but not by training program faculty, staff, and administrators, trainees may view this as a \u0026ldquo;bare minimum\u0026rdquo; effort by the programs to check off the boxes necessary for them to claim investment in DEI efforts [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eDespite the many hours of implicit bias, cultural awareness and DEI training completed in medical school, residency programs and within hospital systems, examples of blatant disregard for minority patient interests and minority physician opinions still arise. For example, Grubbs (2023) reports of a case where a physician was terminated from their employment after they facilitated a discussion on race and gender health bias with medical students [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. When the physician in question filed a lawsuit challenging their dismissal, the U.S. National Labor Relations Board (NLRB) office of General Counsel supported her lawsuit by filing an additional lawsuit against the institution, in which they concurred that under the National labor Relations Act (NLRA), her facilitation of a DEI discussion was protected under Section 7 of the ACT (NLRA; 29 U.S.C. \u0026sect;\u0026sect;\u0026nbsp;151\u0026ndash;169) [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Incidents such as these highlight the necessity for more measures to be taken to ensure that medical trainees, minority or otherwise, are not only equipped with the tools to ensure proper care of diverse patients, but also the space to discuss their own encounters with racism, sexism, and other disparities without fear of retaliation, reprisal, or pushback.\u003c/p\u003e \u003cp\u003eWe reckon from this study that successful implementation of DEI training of medical students and residency trainees requires their direct involvement in planning of DEI activities used in the curriculum. It is important that medical students be encouraged to speak up and identify events with potential to enhance their understanding of the U.S. patient population diversity and complexity. Furthermore, our study shows a need to continue DEI education during residency training. It is likely that due to challenges involving the rigor of residency training most residency programs will prioritize other aspects of their training over DEI activities. Our study, however, suggests that further training in DEI may still have long-term benefits for both the trainees and the institutions.\u003c/p\u003e \u003cp\u003eOverall, our results suggest that successful implementation of DEI programs in the medical curriculum requires direct input from participating students. It is particularly important to seek opinions and perspectives of medical students and residents on the nature of DEI events to be incorporated into their training.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e\u003cb\u003eLimitations\u003c/b\u003e:\u003c/h2\u003e \u003cp\u003eOur study had several limitations. These included a small sample size of 130. We also had limited responses from residency trainees (n\u0026thinsp;=\u0026thinsp;10). This was attributed to residents\u0026rsquo; busy schedules and our limited methods of survey distribution. Due to these limitations, this data should be extrapolated with caution. While a broader national study on these topics is required with a larger population size, results from our study validate findings from previous studies showing the importance of getting student perspectives when designing medical curricula.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eWith on-going efforts to promote DEI in medical schools, residency programs and hospitals, our study sought to examine the impact of DEI training in medical schools from the perspectives of medical students and first year residents. Our results showed that most medical students recognize the impact of DEI events on their practice of Medicine, particularly as they get introduced to patients in both the inpatient and outpatient settings. We concluded that for DEI training in medical school to be more effective, it is important that the opinions and perspectives of students on the nature of DEI activities to be included in the curricula be sought. We further concluded that DEI training should continue during residency training despite not having a significant impact on residency placement.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u003cu\u003eAuthor contributions\u003c/u\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Veronica Epah NKIE, Danielle Roehrs, Dr. Chante Richardson, Dr. Rahul Garg and Dr. Benford Mafuvadze. The first draft of the manuscript was written by Veronica Epah NKIE. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003eEthics Approval and Consent to Participate:\u003c/u\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe above research project was approved as EXEMPT by the Alabama College of Osteopathic medicine Institutional Review Board, \u003cu\u003eIRB #HS23020\u003c/u\u003e. Informed consent was built into and described in the introduction page of the research survey. Completion of the survey indicated informed consent to participate. The survey introduction page is attached under \u0026ldquo;Related Files\u0026rdquo; in the submission link.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u003cu\u003eDisclosures\u003c/u\u003e\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e None\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eValencia EM (2022). Transforming Diversity, Equity, and Inclusion in Medical Education-Mayo Clinic Alix School of Medicine. \u003cem\u003eMayo Clin Proc\u003c/em\u003e. 2022;97(9):1592-1594. doi:10.1016/j.mayocp.2022.07.014\u003c/li\u003e\n\u003cli\u003eKundhal KK, \u0026amp; Kundhal PS. (2003). Cultural diversity: An evolving challenge to physician-patient communication. \u003cem\u003eJAMA\u003c/em\u003e, \u003cem\u003e289\u003c/em\u003e(1), 94-94.\u003c/li\u003e\n\u003cli\u003eEl-Galaly TC, Gaidzik VI, Gaman MA, et al. (2023). A Lack of Diversity, Equity, and Inclusion in Clinical Research Has Direct Impact on Patient Care. \u003cem\u003eHemasphere\u003c/em\u003e. 2023;7(3):e842. Published 2023 Feb 21. doi:10.1097/HS9.0000000000000842\u003c/li\u003e\n\u003cli\u003eRuzycki SM, Ahmed SB (2022). Equity, diversity, and inclusion are foundational research skills [published correction appears in Nat Hum Behav. 2022 Aug 2. \u003cem\u003eNat Hum Behav\u003c/em\u003e. 2022;6(7):910-912. doi:10.1038/s41562-022-014067\u003c/li\u003e\n\u003cli\u003eYu PT, Parsa PV, Hassanein O, Rogers SO, \u0026amp; Chang DC (2013). Minorities struggle to advance in academic medicine: A 12-y review of diversity at the highest levels of America\u0026apos;s teaching institutions. \u003cem\u003eThe Journal of surgical research\u003c/em\u003e, \u003cem\u003e182\u003c/em\u003e(2), 212\u0026ndash;218. https://doi.org/10.1016/j.jss.2012.06.049\u003c/li\u003e\n\u003cli\u003eVick AD, Baugh A, Lambert J et al. (2018). Levers of change: a review of contemporary interventions to enhance diversity in medical schools in the USA. \u003cem\u003eAdvances in Medical Education and Practice\u003c/em\u003e, 53-61.\u003c/li\u003e\n\u003cli\u003eCrites K, Johnson J, Scott N, \u0026amp; Shanks A. (2022). Increasing Diversity in Residency Training Programs. \u003cem\u003eCureus\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(6), e25962. https://doi.org/10.7759/cureus.25962\u003c/li\u003e\n\u003cli\u003eDeas D, Pisano ED, Mainous III AG, et al. (2012). Improving diversity through strategic planning: a 10-year (2002\u0026ndash;2012) experience at the Medical University of South Carolina. \u003cem\u003eAcademic Medicine\u003c/em\u003e, \u003cem\u003e87\u003c/em\u003e(11), 1548-1555.\u003c/li\u003e\n\u003cli\u003eGrbic D, Morrison E, Sondheimer HM, et al (2019). The association between a holistic review in admissions workshops and the diversity of accepted applicants and students matriculating to medical school. \u003cem\u003eAcademic Medicine\u003c/em\u003e, \u003cem\u003e94\u003c/em\u003e(3), 396-403.\u003c/li\u003e\n\u003cli\u003eNora LM. (2021). Using accreditation to transform diversity, equity, and inclusion efforts into diversity, equity, and inclusion systems. \u003cem\u003eAcademic Medicine\u003c/em\u003e, \u003cem\u003e97\u003c/em\u003e(1), 25-29.\u003c/li\u003e\n\u003cli\u003eJacobs CK, Douglas M, Ravenna P, et al. (2022). Diversity, Inclusion, and Health Equity in Academic Family Medicine. \u003cem\u003eFamily medicine\u003c/em\u003e, \u003cem\u003e54\u003c/em\u003e(4), 259\u0026ndash;263. https://doi.org/10.22454/FamMed.2022.419971\u003c/li\u003e\n\u003cli\u003eMaxwell C, \u0026amp; Lorello GR. (2020). Equity, Diversity, and Inclusion in Departments of Obstetrics, Gynaecology, and Reproductive Health. \u003cem\u003eJournal of obstetrics and gynaecology Canada: JOGC = Journal d\u0026apos;obstetrique et gynecologie du Canada: JOGC\u003c/em\u003e, \u003cem\u003e42\u003c/em\u003e(8), 933\u0026ndash;935. https://doi.org/10.1016/j.jogc.2020.04.002\u003c/li\u003e\n\u003cli\u003eBrooks AK, Liang Y, Brooks M, Lee J et al. (2022). Leadership roles and initiatives for diversity and inclusion in academic anesthesiology departments. \u003cem\u003eJournal of the National Medical Association\u003c/em\u003e, \u003cem\u003e114\u003c/em\u003e(2), 147-155.\u003c/li\u003e\n\u003cli\u003eLamanna DL, Chen AF, Dyer GS et al. (2022). Diversity and Inclusion in Orthopaedic Surgery from Medical School to Practice: AOA Critical Issues. \u003cem\u003eJBJS\u003c/em\u003e, \u003cem\u003e104\u003c/em\u003e(18), e80.\u003c/li\u003e\n\u003cli\u003eDavis DLF, Tran-Taylor D, Imbert E, Wong JO, \u0026amp; Chou CL (2021). Start the Way You Want to Finish: An Intensive Diversity, Equity, Inclusion Orientation Curriculum in Undergraduate Medical Education. \u003cem\u003eJournal of medical education and curricular development\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e, 23821205211000352. https://doi.org/10.1177/23821205211000352\u003c/li\u003e\n\u003cli\u003eBoatwright D, London M, Soriano AJ, Westervelt M, et al. (2023). Strategies and Best Practices to Improve Diversity, Equity, and Inclusion Among US Graduate Medical Education Programs. \u003cem\u003eJAMA network open\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(2), e2255110. https://doi.org/10.1001/jamanetworkopen.2022.55110\u003c/li\u003e\n\u003cli\u003eEsparza CJ, Simon M, Bath E, \u0026amp; Ko M. (2022). Doing the Work-or Not: The Promise and Limitations of Diversity, Equity, and Inclusion in US Medical Schools and Academic Medical Centers. \u003cem\u003eFrontiers in public health\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e, 900283. https://doi.org/10.3389/fpubh.2022.900283\u003c/li\u003e\n\u003cli\u003eGrubbs V (2023). \u003cem\u003ePerspective: Racism in academic medicine is hindering progress toward health equity\u003c/em\u003e. California Health Care Foundation. https://www.chcf.org/blog/perspective-racism-academic-medicine-hindering-progress-toward-health-equity/ \u003c/li\u003e\n\u003cli\u003eCongress, US (1935) \u003cem\u003eNational Labor Relations Act\u003c/em\u003e, \u003cem\u003eNational Labor Relations Board\u003c/em\u003e. Available at: https://www.nlrb.gov/guidance/key-reference-materials/national-labor-relations-act (Accessed: 05 December 2023). \u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003e\u003cu\u003eTable I: Demographic characteristics of participants in this study\u003c/u\u003e\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"633\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36 (33.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e66 (61.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNonbinary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1 (0.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" valign=\"top\"\u003e\n \u003cp\u003eRace\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAmerican Indian or Alaskan Native\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0 (0.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAsian / Pacific Islander\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12 (11.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBlack or African American\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36 (33.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHispanic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8 (7.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eWhite / Caucasian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e38 (35.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMultiracial\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7 (6.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePrefer not to say\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6 (5.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eType of Medical school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAllopathic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e31 (25.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOsteopathic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e92 (74.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003eYear of Training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMSI/OMS I\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20 (15.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMSII/OMS II\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e31 (23.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMSIII/OMS III\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e44 (33.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMSIV/OMS IV\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e27 (20.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eResident\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7 (5.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFellow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1 (0.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003eTable II: Medical students and residents\u0026rsquo; opinions and perspectives on DEI\u003c/u\u003e\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"671\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNeutral\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ3- My school fully supports events promoting DEI on campus\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e90 (81.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e11 (10.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e9 (8.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ4-There is opportunity for DEI-focused research at my institution\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e54 (49.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e29 (26.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e27 (24.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ5-DEI Lectures are a standard part of my institution\u0026rsquo;s curriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e67 (60.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e16 (14.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e27 (24.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ6-My institution promotes DEI scholarship opportunities when available\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e73 (66.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e20 (18.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e17 (15.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ7-The DEI Lectures at my institution were always attended by all students in my class\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e39 (35.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e17 (15.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e54 (49.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ8-Our instructors and administrators participated actively in DEI events\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e54 (49.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e26 (23.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e21 (27.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ9-DEI lectures and projects at my institution have enabled me to be more culturally aware\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e48 (43.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e27 (24.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e35 (31.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ10-Because of events and lectures put on by my institution, I understand the need for a Diverse and Inclusive physician workforce\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e58 (53.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e22 (20.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e28 (25.9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ11-Because of events and lectures put on by my institution, I am capable of providing excellent care to a diverse patient population\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e51 (46.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e29 (26.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e30 (27.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.23248882265275%\" valign=\"top\"\u003e\n \u003cp\u003eQ12-Medical schools should consider more DEI lectures, courses and projects in their school curriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e84 (76.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.518628912071534%\" valign=\"top\"\u003e\n \u003cp\u003e7 (6.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.624441132637854%\" valign=\"top\"\u003e\n \u003cp\u003e19 (17.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u003cu\u003eTable III. Resident-specific responses on DEI\u003c/u\u003e\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"654\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"65.23736600306279%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.332312404287903%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAgree\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp;n (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.566615620214396%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNeutral\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;n (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.863705972434916%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisagree\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; n (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"65.23736600306279%\" valign=\"top\"\u003e\n \u003cp\u003eQ13-Knowledge of DEI Subjects helped me stand out during my residency application process\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.332312404287903%\" valign=\"top\"\u003e\n \u003cp\u003e3 (27.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.566615620214396%\" valign=\"top\"\u003e\n \u003cp\u003e4 (36.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.863705972434916%\" valign=\"top\"\u003e\n \u003cp\u003e4 (36.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"65.23736600306279%\" valign=\"top\"\u003e\n \u003cp\u003eQ14-I am currently using knowledge from my institution\u0026rsquo;s DEI events to better provide care to my patients in residency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.332312404287903%\" valign=\"top\"\u003e\n \u003cp\u003e2 (20.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.566615620214396%\" valign=\"top\"\u003e\n \u003cp\u003e2 (20.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.863705972434916%\" valign=\"top\"\u003e\n \u003cp\u003e6 (60.0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"65.23736600306279%\" valign=\"top\"\u003e\n \u003cp\u003eQ15-Residency program directors were very interested in DEI experiences gained at my medical school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.332312404287903%\" valign=\"top\"\u003e\n \u003cp\u003e1 (11.1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.566615620214396%\" valign=\"top\"\u003e\n \u003cp\u003e3 (33.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.863705972434916%\" valign=\"top\"\u003e\n \u003cp\u003e5 (55.6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Diversity, Equity, Inclusion, Residency, Medical School, Medical Students, Residents","lastPublishedDoi":"10.21203/rs.3.rs-4208295/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4208295/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cu\u003eBackground\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eExtensive research has demonstrated the necessity of Diversity, Equity, and Inclusion (DEI) training in Medicine, particularly in increasing cultural awareness among physicians. However, there is limited data on the perceived impact of DEI events from the perspectives of trainees. This study sought to examine the impact of DEI training in medical school from the perspectives of medical students and first-year residents.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eMethods\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eA 17-question cross sectional survey was constructed, and data analysis including descriptive statistics and relevant data associations were conducted using the Qualtrics XM software.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eResults\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eA majority of respondents agreed that their institutions support the promotion of DEI events on campus (81.3%), DEI training was part of their curricula (60.9%), and improved their cultural awareness (46.4%). Also, respondents indicated these events provided understanding of the need for a diverse and inclusive workforce (53.7%), and 46.4% stated they could provide excellent care to diverse patients as a result.\u003c/p\u003e\n\u003cp\u003eAmong residents, 20% agreed to the use of DEI knowledge in patient care during residency. However, while 27.3% acknowledged their DEI experiences were highlighted during residency interviews, only 11.1% stated that residency programs were interested in their DEI experiences gained in medical school.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eConclusion\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eMedical trainees recognize the impact of DEI events in understanding the inequities in patient care. Most medical students feel DEI events is beneficial to their training. However our study shows that the impact of DEI events may be further enhanced if trainees’ views and perspectives on DEI events are considered and incorporated into program curricula.\u003c/p\u003e","manuscriptTitle":"Student and Resident Perspectives on Diversity, Equity, and Inclusion Events in Medical School","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-04-22 02:56:42","doi":"10.21203/rs.3.rs-4208295/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c226d1f7-ca27-4c23-b63f-a84a4ecba8d9","owner":[],"postedDate":"April 22nd, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-10-29T09:54:04+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-22 02:56:42","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4208295","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4208295","identity":"rs-4208295","version":["v1"]},"buildId":"FbvkV6FR0MCFSLy54lSbu","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}