Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88

Justice, equity, diversity, inclusion (JEDI), and anti-oppression (AO) concepts are necessary in healthcare settings to promote culturally safe and high-quality care; however, entry-level healthcare program curricula (EHPPC) may lack adequate integration and/or delivery of these concepts. The primary aim of this scoping review is to identify what guidelines, frameworks, and models (GFMs) are used, and how they are used, to develop and deliver JEDI, and AO concepts in mandatory EHPPC. A search of Ovid MEDLINE, Ovid EMBASE, and CINAHL was conducted for studies published in English from 2015 onwards that discuss what GFMs are included in mandatory EHPPC and how they guide the development and/or delivery of JEDI and/or AO concepts. Data from the included studies was collated into themes which were presented in tables and figures and described in narrative summaries. Sixty-one studies from various healthcare programs including medicine, nursing, pharmacy, dentistry, and dietetics were included in this review. Data from the studies were organized into eight categories: GFMs, concepts, methods of evaluation, length and frequency of sessions, modes of delivery, learning activities, and training of curricular developers and facilitators. GFMs are used in a variety of ways to integrate JEDI and/or AO concepts into health professional curriculum. Variability in the training of developers and facilitators of curricular concepts also exists. Future research is needed to determine if consistent or variable GFMs, as well as JEDI and/or AO developer and facilitator training, would be more effective for students’ learning of these concepts.

正义、公平、多样性、包容性（JEDI）与反压迫（AO）理念在医疗场景中对于提供文化安全且高质量的照护不可或缺；然而，入门级医疗项目课程（EHPPC）可能未充分整合或讲授此类理念。本范围综述的核心目标为明确：当前在必修入门级医疗项目课程中，用于开发与讲授JEDI及AO理念的指南、框架与模型（GFMs）有哪些，以及这些工具的具体应用方式。本研究检索了2015年以来发表的英文文献，检索数据库包括Ovid MEDLINE、Ovid EMBASE及CINAHL，纳入探讨必修入门级医疗项目课程中所采用的GFMs，以及这些模型如何指导JEDI与/或AO理念的开发与讲授的相关研究。纳入研究的数据经整理归纳为若干主题，以图表形式呈现并辅以叙述性总结。本次综述共纳入来自医学、护理学、药学、牙科学及营养学等多个医疗领域的61项研究。研究数据被划分为八大类别：GFMs、相关理念、评估方法、课程时长与频次、授课模式、学习活动，以及课程开发者与教学引导者的培训。研究显示，GFMs以多种方式被用于将JEDI与/或AO理念整合至医疗专业课程体系中。此外，课程理念的开发者与教学引导者的培训方式也存在差异。未来仍需开展相关研究，以明确采用统一还是差异化的GFMs，以及针对JEDI与/或AO理念的开发者与教学引导者培训，哪种方式更有助于学生掌握此类理念。