NDLI: Towards a common lexicon for equity, diversity, and inclusion work in academic medicine

Content Provider	Springer Nature : BioMed Central
Author	Rodríguez, José E. Figueroa, Edgar Campbell, Kendall M. Washington, Judy C. Amaechi, Octavia Anim, Tanya Allen, Kari-Claudia Foster, Krys E. Hightower, Maia Parra, Yury Wusu, Maria H. Smith, William A. Villarreal, Mary Ann Pololi, Linda H.
Abstract	Differential rewarding of work and experience has been a longtime feature of academic medicine, resulting in a series of academic disparities. These disparities have been collectively called a cultural or minority “tax,” and, when considered beyond academic medicine, exist across all departments, colleges, and schools of institutions of higher learning–from health sciences to disciplines located on university campuses outside of medicine and health. A shared language can provide opportunities for those who champion this work to pool resources for larger impacts across the institution. This article aims to catalog the terms used across academic medicine disciplines to establish a common language describing the inequities experienced by Black, Latinx, American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander, Women, and other underrepresented people as well as queer, disabled, and other historically marginalized or excluded groups. These ideas are specific to academic medicine in the United States, although many can be used in academic medicine in other countries. The terms were selected by a team of experts in equity, diversity, and inclusion, (EDI) who are considered national thought leaders in EDI and collectively have over 100 years of scholarship and experience in this area.
Related Links	https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-022-03736-6.pdf
Ending Page	8
Page Count	8
Starting Page	1
File Format	HTM / HTML
ISSN	14726920
DOI	10.1186/s12909-022-03736-6
Journal	BMC Medical Education
Issue Number	1
Volume Number	22
Language	English
Publisher	BioMed Central
Publisher Date	2022-10-04
Access Restriction	Open
Subject Keyword	Medical Education Theory of Medicine Bioethics Equity Diversity Inclusion Special populations Underserved populations Minority faculty Theory of Medicine/Bioethics
Content Type	Text
Resource Type	Article
Subject	Education Medicine
Journal Impact Factor	2.7/2023
5-Year Journal Impact Factor	3.4/2023

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Knowledge and perceived competence with sexual and gender minority healthcare topics among medical students and medical school faculty

Is medical school culture conducive to women’s academic success? a survey on faculty perceptions and experiences of gender equity

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens

Medical student volunteerism and interest in working with underserved and vulnerable populations

Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines

Understanding faculty perspectives on health equity curriculum implementation in graduate medical education: a qualitative study

Doing the Work—or Not: The Promise and Limitations of Diversity, Equity, and Inclusion in US Medical Schools and Academic Medical Centers

Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study

Creating accessible and inclusive undergraduate studentship opportunities: the ENRRICH experience

Towards a common lexicon for equity, diversity, and inclusion work in academic medicine

Similar Documents

Knowledge and perceived competence with sexual and gender minority healthcare topics among medical students and medical school faculty

Is medical school culture conducive to women’s academic success? a survey on faculty perceptions and experiences of gender equity

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens

Medical student volunteerism and interest in working with underserved and vulnerable populations

Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines

Understanding faculty perspectives on health equity curriculum implementation in graduate medical education: a qualitative study

Doing the Work—or Not: The Promise and Limitations of Diversity, Equity, and Inclusion in US Medical Schools and Academic Medical Centers

Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study

Creating accessible and inclusive undergraduate studentship opportunities: the ENRRICH experience

Towards a common lexicon for equity, diversity, and inclusion work in academic medicine