Slow and Steady: Using Inclusive Language to Enhance Academic Medicine’s Social Accountability

Abstract

Abstract Language is more than the use of words for pragmatic purposes, and language and thought are intertwined in complex ways. In medical contexts, the relational and dynamic nature of language requires that individuals pay close attention not only to the information communicated but also to how its delivery and reception impact inclusion. Adopting inclusive language principles can play a key role in those in academic medicine living up to the values of equity and inclusion, as they manifest in each of the 5 missions of academic medicine: scientific discovery, education, clinical care, collaboration with communities and partners, and standards of equity, professionalism, and ethics. In this commentary, the authors explore inclusive language as it applies to 3 topics that have rapidly evolved in academic medicine: gender inclusivity, linguistic attributes, and trauma-informed language. For each of these topics, the authors describe practical examples of how inclusive language can be applied across multiple settings in academic medicine—including the patient-physician relationship, medical education, and scholarly writing—by centering the perspectives of those who have been marginalized or excluded. When holding scholars, physicians, and leaders in academic medicine accountable for their use of inclusive language, humility should be balanced with competence. Specifically, linguistic humility should be paired with skills-building efforts and an attitude of life-long learning, and reacting to mistakes should be coupled with restorative justice approaches to address harm and proactive strategies to maximize inclusivity. Inclusive language efforts must be like the slow and steady tortoise—to be effective and authentically rigorous, academic medicine must be intentional and consistent in driving equitable and inclusive practices that support sustained participation, engagement, belonging, and thriving.