Inclusive Pedagogy: The resources available here point both to the importance of and resistance to addressing diversity, equity, and inclusion in health professions education (HPE). These resources range from teaching visual thinking strategies, to increased empathy, to improving belonging in clinical spaces between healthcare practitioners (HCPs) and patients across both centered and marginalized identities.

Aronowitz, R., Deener, A., Keene, D., Schnittker, J., & Tach, L. (2015). Cultural reflexivity in health research and practice. American journal of public health, 105 Suppl 3(Suppl 3), S403–S408. https://doi.org/10.2105/AJPH.2015.302551.

Association of American Medical Colleges. (2005). Cultural competence education. AAMC. www.aamc.org/media/20856/download.

Banaji, M.R., and Greenwald, A.G. (2016). Us Versus Them. In Blind Spot: Hidden Biases of Good People. Bantam. pp. 70-144. 

Bersted, K. A., Lockhart, K. M., Yarboi, J., Wilkerson, M. K., Voigt, B. L., Leonard, S. R., & Silvestri, J. M. (2023). A Path Toward Equity and Inclusion: Establishing a DEI Committee in a Department of Pediatrics. Journal of clinical psychology in medical settings, 30(2), 342–355. https://doi.org/10.1007/s10880-022-09929-x.

Bracken, R. C., Richman, K. A., Garden, R., Fischbein, R., Bhambra, R., Ragina, N., Dawson, S., & Cascio, A. (2023). Developing Disability-Focused Pre-Health and Health Professions Curricula. The Journal of medical humanities, 44(4), 553–576. https://doi.org/10.1007/s10912-023-09828-8.

Camargo A. (2023). Developing strategies to improve the sense of belonging and mitigate tokenism. Clinical imaging, 103, 109987. https://doi.org/10.1016/j.clinimag.2023.109987.

Eames, D., Thomas, S., Norman, K., Simanton, E., & Weisman, A. (2024). Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine. BMC medical education, 24(1), 348. https://doi.org/10.1186/s12909-024-05263-y.

Eatman, J. A., Darville, G. L., Simmons, K. A., Martin, C., Greene, W., & Williams, J. C. (2024). Southeastern Surgical Congress Diversity Equity and Inclusion (DEI) Symposium: Creating a DEI Culture of Safety at Your Medical School and Residency Program. The American surgeon, 90(3), 337–342. https://doi.org/10.1177/00031348231209534.

Faucett, E. A., Brenner, M. J., Thompson, D. M., & Flanary, V. A. (2022). Tackling the Minority Tax: A Roadmap to Redistributing Engagement in Diversity, Equity, and Inclusion Initiatives. Otolaryngology–head and neck surgery : official journal of American Academy of Otolaryngology-Head and Neck Surgery, 166(6), 1174–1181. https://doi.org/10.1177/01945998221091696.

Godley, B. A., Dayal, D., Manekin, E., & Estroff, S. E. (2020). Toward an Anti-Racist Curriculum: Incorporating Art into Medical Education to Improve Empathy and Structural Competency. Journal of Medical Education and Curricular Development, 7. https://doi.org/10.1177/2382120520965246 (Original work published 2020).

Henry, T. L., Rollin, F. G., & Olakunle, O. E. (2024). How to Create a Diversity, Equity, and Inclusion Curriculum: More Than Checking a Box. Annals of family medicine, 22(2), 154–160. https://doi.org/10.1370/afm.3078.

Joneja, M., Patel, S., Lawal, S., & Healey, J. (2022). Anti-Black racism and medical education: a curricular framework for acknowledging and learning from past mistakes. CMAJ : Canadian Medical Association journal = journal de l’Association medicale canadienne, 194(41), E1425–E1428. https://doi.org/10.1503/cmaj.220422.

Klugman, C. M., Peel, J., & Beckmann-Mendez, D. (2011). Art Rounds: teaching interprofessional students visual thinking strategies at one school. Academic medicine: Journal of the Association of American Medical Colleges, 86(10), 1266–1271. https://doi.org/10.1097/ACM.0b013e31822c1427.

Kobeissi, M. M., Kearney, K., Christopherson, K., & Ramirez, E. G. (2024). The Syllabus: A Commitment to Diversity, Equity, and Inclusion in Nursing Education. The Journal of nursing education, 63(9), 634–637. https://doi.org/10.3928/01484834-20240321-01.

Lamb S. (2023). History’s Toolbox in Health Professions Education: One Skill-Based Session on Social Determinants of Health. Journal of the history of medicine and allied sciences, 78(1), 20–33. https://doi.org/10.1093/jhmas/jrac040.

Metzl, J. M., & Hansen, H. (2014). Structural competency: theorizing a new medical engagement with stigma and inequality. Social science & medicine (1982), 103, 126–133. https://doi.org/10.1016/j.socscimed.2013.06.032

Nabhan, Z. M., Scott, N., Kara, A., Mullis, L., Dams, T., Giblin, M., Williamson, F., & Wright, C. (2023). Advancing Equity in Graduate Medical Education Recruitment Through a Diversity Equity and Inclusion (DEI) Toolkit for Program Directors. Journal of medical education and curricular development, 10, 23821205231203136. https://doi.org/10.1177/23821205231203136.

Project Implicit. (2011). Take A Test | Preliminary Information. Project Implicit. https://implicit.harvard.edu/implicit/takeatestv2.html.

Rendón, Laura I. (2023). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice, and liberation. Routledge.

Royeen C. B. (2023). Increasing Diversity, Equity, and Inclusion (DEI) in Allied Health Using Ten Best Practices. Journal of allied health, 52(3), e99–e102.

Van Brewer, V., Woodgate, R. L., Martin, D., & Deer, F. (2021). An Indigenous and arts-influenced framework for anti-racist practice in nursing education. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 37(1), 65–72. https://doi.org/10.1016/j.profnurs.2020.11.002.

Wasmuth, S., Pritchard, K., Milton, C., & Smith, E. (2020). A Mixed-method Analysis of Community-Engaged Theatre Illuminates Black Women’s Experiences of Racism and Addresses Healthcare Inequities by Targeting Provider Bias. Inquiry : a journal of medical care organization, provision and financing, 57, 46958020976255. https://doi.org/10.1177/0046958020976255.

Yoder, S. R., Lonstein, A. B., Sharma, A., Garcia-Munoz, J., Moreno, R., Chen, A. Y., Orben, G., Clemons, T., Masters, M., Forrest, L. L., Ukhuedoba, I., & Hall, J. M. (2022). PEARLS (Perspectives on Equity Advancement: Research and Learning Symposium), a Case Report in Promoting DEI in a Medical School Setting. Education Sciences, 12(9), 586. https://doi.org/10.3390/educsci12090586. 

Repositories & Teaching Resources

Health Story Hub. (2025). Results in teaching materials. Health Story Hub. https://healthstoryhub.lib.uiowa.edu/teaching-materials-results/.

The University of British Columbia. (n.d.). Resources. Public Humanities Hub. https://publichumanities.ubc.ca/resources/.