1232 Case Study "Forging a Better Future": A Ground-Breaking Student-Led EDI Curriculum at the University of Oxford

• DOI: 10.1093/bjs/znad258.039
• Publication Date: 2023-08-30T07:29:28Z
• Authors: R de Luca e Tuma; S Ali
• Keywords: 03 medical and health sciences; 0302 clinical medicine; 4. Education

Abstract This case-study will critically analyse the novel EDI curriculum at the Oxford Medical School, including feedback from participating students and facilitators. The curriculum launched in 2020, designed and delivered with the help of students, who advocated for its creation. The curriculum includes lectures on medical history, ally-ship, ontology, and needs of different minority groups. One of its cornerstones is group-based case discussions, where students discuss how to approach clinical scenarios of discrimination and injustice. Surveys were circulated between all participants (Years 1, 2, Graduate-Entry 1, 4(GE2) and 6(GE4)) from 2020 to 2023; as well as the doctors and students who mediated discussions in 2022-3. These were analysed in conjunction with testimonials from the curriculum's creators. 199 surveys were analysed, and responses were overwhelmingly positive. Average agreement with the statement “Overall, this session was beneficial to my training as a medical student and a future doctor” was 4.48/5; and 4.06/5 with “I feel empowered to challenge acts of harassment or discrimination in clinical settings.” Feedback from facilitators suggest that they also benefit from these discussions. Areas indicated for improvement included length of sessions, and better weaving with wider curriculum. The experience of a stand-alone EDI curriculum at the University of Oxford yielded positive results. This case-study shows there is great appetite from students to create space to learn more about and discuss these topics. As EDI becomes an increasingly recognised need, universities can share their successes and challenges, working together to create doctors better prepared to handle these issues.