Abstract
Abstract Objective: The DRIVE Initiative engages interprofessional faculty and learners at UMass Chan Medical School to build tools and support for educators to identify and mitigate bias in their educational materials and teaching. Methods: Key DRIVE resources include a core skills workshop, taught by representatives from the Graduate, Nursing and Medical schools. To encourage active application of these skills, there is a printable curriculum appraisal tool and an independent learning module. The DRIVE team also offers individual consultation for faculty as well as discussion across our academic community through weekly DRIVE-in cafés. Results: In 2021, 16 core skills workshops were held with 84 faculty attending. Monday DRIVE-in cafés were started; the associated interactive library guide which links to curated resources and the anonymous reporting tool was accessed 922 times. Discussion: While the workshop is required for core faculty in the School of Medicine and highly encouraged for all others, we have noted gaps in uptake particularly in basic sciences (Graduate School) and are increasing efforts in that area. Challenges have included demonstrating relevance to faculty across disciplines e.g., loose connection to basic science teaching. To increase adoption, materials and programs have been continuously updated and improved based on feedback, and workshops tailored to specific audiences. Recruiting compensated faculty from multiple schools has been vital to our success. Conclusion: Biased curricula harm our learning environments and those who teach and learn within them, and lead to the perpetuation of disparities: the interprofessional approach of DRIVE has demonstrated success in mitigating this.
Published Version
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