The authors have no relevant financial information or potential conflicts of interest to disclose.
The Core Competencies
Diversity in Emergency Medicine Education: Expanding the Horizon
Article first published online: 14 OCT 2011
© 2011 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: CORD/CDEM Educational Advances Supplement
Volume 18, Issue Supplement s2, pages S104–S109, October 2011
How to Cite
Bowman, S. H., Moreno-Walton, L., Ezenkwele, U. A. and Heron, S. L. (2011), Diversity in Emergency Medicine Education: Expanding the Horizon. Academic Emergency Medicine, 18: S104–S109. doi: 10.1111/j.1553-2712.2011.01184.x
Supervising Editor: Nicole M. DeIorio, MD.
- Issue published online: 14 OCT 2011
- Article first published online: 14 OCT 2011
- Received April 22, 2011; revision received June 24, 2011; accepted June 27, 2011.
ACADEMIC EMERGENCY MEDICINE 2011; 18:S104–S109 © 2011 by the Society for Academic Emergency Medicine
An emergency medicine (EM)-based curriculum on diversity, inclusion, and cultural competency can also serve as a mechanism to introduce topics on health care disparities. Although the objectives of such curricula and the potential benefits to EM trainees are apparent, there are relatively few resources available for EM program directors to use to develop these specialized curricula. The object of this article is to 1) broadly discuss the current state of curricula of diversity, inclusion, and cultural competency in EM training programs; 2) identify tools and disseminate strategies to embed issues of disparities in health care in the creation of the curriculum; and 3) provide resources for program directors to develop their own curricula. A group of EM program directors with an interest in cultural competency distributed a preworkshop survey through the Council of Emergency Medicine Residency Directors (CORD) e-mail list to EM program directors to assess the current state of diversity and cultural competency training in EM programs. Approximately 50 members attended a workshop during the 2011 CORD Academic Assembly as part of the Best Practices track, where the results of the survey were disseminated and discussed. In addition to the objectives listed above, the presenters reviewed the literature regarding the rationale for a cultural competency curriculum and its relationship to addressing health care disparities, the relationship to unconscious physician bias, and the Tool for Assessing Cultural Competence Training (TACCT) model for curriculum development.