Protocol for applying the Learning Environment Diversity, Equity, and Inclusion tool to asynchronous health professions courses

Abstract

Health professions education must move beyond knowledge and skills-based domains to address student agency in diversity, equity, and inclusion. When DEI is addressed in health occupation courses, students have increased ability to maintain cultural competency, contribute to health disparity reduction, and foster a diverse health professions workforce. Health professions courses are increasingly offered in online settings, yet there is a gap in the literature base for engaging in assessment of diversity, equity, and inclusion in asynchronous health professions learning environments. To meet this need, we adopted literature-informed definitions and reviewed similar tools to create the Learning Environment Diversity, Equity, and Inclusion (LEDEI) tool. The instrument collects basic information about the course, 12 items on inclusion, 17 items on diversity, and six items on equity. Over a 12-month period a trained interdisciplinary team will conduct reviews as described in this convergent mixed-methods protocol. Data will be analyzed both quantitatively and qualitatively, and results will be disseminated in aggregate to protect course anonymity. Faculty will have access to all review data resulting from courses they teach, engage in self-reflection, and make a written response. Ultimately, faculty practicing inclusive teaching will act on course review outcomes, potentially working with instructional designers to leverage asynchronous tools and research-informed pedagogical strategies. In addition, program directors can use the aggregate results to improve DEI across the curriculum. We believe this protocol and the LEDEI tool can serve as a basis for other program directors, faculty, and scholars engaged in health professions education.