Health Equity Research
Developed by scholars, educators, medical practitioners, activists, and artists, these resources engage with issues of health equity and social justice in medicine, including the impact of systemic racism in medicine, the role of language and representation in perpetuating health inequities, and the historical roots of discrimination in medical education and practice. These texts also emphasize the importance of diverse representation in medical faculty and hospital staffing, as well as the utility of arts-based interventions in promoting health equity and urgent systemic change.
Multimedia Resources
The resources in this section provide starting points where JEDIB health humanities discourse manifests outside of academic journals. These resources include visual and audio storytelling, from individual to collective expression. The podcasts range from personal storytelling to bioethical discussions from marginalized voices, as well as examples of visual and performative storytelling of personal and collective JEDIB health experiences.
Inclusive Tenure and Promotion
The documents in this section provide guiding principles for incorporating JEDIB into tenure and promotion (T&P) criteria and examples of how different institutions have incorporated JEDIB requirements in their T&P processes. Many of these resources also focus on commitments to anti-racism in reference and promotion letters and in the composition and requirements of T&P committees.
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.
Politics and Public Advocacy
While the materials in this section place a heavy emphasis on an increasing prevalence of policy (and even legislation) targeting inclusive academic programming, they also comment on the health(care) dangers of narrowing the scope of focus on and participation in these inclusive objectives. The materials additionally point to articles highlighting public work from those from non-dominant positionalities attempting to re-center physical, mental, and social well-being not just throughout but also beyond the COVID-19 pandemic, in ways that advocate for less traditionally centered voices to take space within developing conversations.