Long-Term Outcomes of Multidisciplinary Radiation Oncology Equity and Inclusion Committee Programming at an Academic Health System

Abstract

Academic radiation oncology departments are increasingly implementing educational programs to promote diversity, equity, and inclusion, but data on their impact remains sparse. This study aimed to assess learning outcomes and perceived impact of the programming of a multidisciplinary radiation oncology equity and inclusion committee (EIC). Since August 2020, a committee of radiation therapists (RTTs), physicians (MDs), nurses (RNs), and administrators (ADs) has led an alternate-monthly online EIC meeting open to all radiation oncology employees at one health system. Learning goals of EIC programming are (1) to understand disparities in healthcare practice and outcomes for marginalized populations, (2) to discuss current events relevant to marginalized groups, and (3) to identify and address personal bias. EIC has featured expert guest speakers, open discussion, cultural events, and individual storytelling. In February 2023, we conducted a department-wide survey evaluating participation in one or more EIC meetings. EIC participants also completed an evaluation focused on learning goal achievement and program strengths/weaknesses. Multiple choice responses and 5-point Likert scale survey items were descriptively analyzed; open responses were qualitatively coded and categorized into themes. There were 84 survey respondents, corresponding to a department response rate of 53%. Of these, 37 (44%) indicated participation in at least one EIC meeting. Participants were 35% RTTs, 16% MDs, 14% ADs, 3% physicists/dosimetrists, 3% RNs, and 19% undisclosed profession; 46% identified as a racial, ethnic, sexual, and/or gender minority. 41% of participants attended 5 or more sessions. Participants reported high overall value of the EIC meeting (mean value 3.7 / 5, SD 1.2) and 89% would recommend participation. There was strong agreement with achievement of EIC learning goals (mean agreement [MA] 3.9 / 5, SD 0.91), and most participants reported improved capability to understand (61%, MA 3.72 / 5, SD 0.99) and address (61%, MA 3.75 / 5, SD 0.83) the specific needs of their patients from marginalized groups. The three most common themes of EIC strengths were educational value, speaker quality, and improved work relationships. Commonly requested improvements included more practice scenarios, increasing participation, and giving more equitable attention to all minority groups. Among EIC non-participants, 75% reported non-participation due to scheduling, 71% felt that having an EIC was valuable, and 59% reported a desire to attend an EIC meeting in the future. Nearly 3 years since implementation, EIC programming is highly valued. The majority of participants report achievement of learning goals and perceive self-improvement in care for marginalized groups as a result of participation. Further research is needed to externally validate the impact of this programming on learning and patient care domains.