Twelve Tips for Inclusive Teaching

Amayo, Jeremy; Heron, Sheryl; Spell, Nathan O.; Gooding, Holly C.

doi:10.15694/mep.2021.000081.1

Cited by 12 publications

(5 citation statements)

References 33 publications

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“…Additionally, educators should consciously model JEDI principles throughout the educational continuum—from case design to active facilitation of learning conversations in JEDI to advocacy both within and outside the HCDS session. Reassuringly, these findings align with established principles for JEDI in distance learning and simulation and reflect general adoption of these principles in education 18–20 . However, there needs to be further specification to the synthetic learning environment of HCDS where typical nonverbal cues are replaced by digital cues and conversational tones and where the digital reach beyond national borders increases the risk of cross-cultural miscommunication 10 .…”

Section: Discussionsupporting

confidence: 67%

Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique

et al. 2023

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Purpose: Health care distance simulation (HCDS) replicates professional encounters through an immersive experience overseen by experts and in which technological infrastructure enriches the learning activity. As HCDS has gained traction, so has the movement to provide inclusive and accessible simulation experiences for all participants. However, established guidelines for best practices in HCDS regarding justice, equity, diversity, and inclusion (JEDI) are lacking. This study aimed to generate consensus statements on JEDI principles in synchronous HCDS education using the nominal group technique (NGT). Method: Professionals with experience in HCDS education were invited to generate, record, discuss, and vote on ideas that they considered best practices for JEDI. This process was followed by a thematic analysis of the NGT discussion to provide a deeper understanding of the final consensus statements. An independent group of HCDS educators individually reviewed and recorded their agreement or disagreement with the consensus statements created by the NGT process. Results: Eleven independent experts agreed on 6 key practices for JEDI in HCDS. Educators need to (1) be aware of JEDI principles, (2) be able to define and differentiate JEDI, (3) model JEDI in their environment, (4) have expertise and comfort facilitating conversations and debriefing around JEDI issues, (5) be advocates within their organizations to ensure equitable educational experiences, and (6) achieve JEDI without compromising educational objectives. Experts were divided on the approach to technology to ensure equitable learning experiences: some believed that the most basic technology accessible to all learners should be used, and some believed that the technology used should be determined by the competency of the students or faculty. Conclusions: Structural and institutional barriers in HCDS education persist despite agreement on key JEDI practices. Conclusive research is needed to guide the optimal policy in HCDS toward creating equitable learning experiences while bridging the digital divide.

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Section: Discussionsupporting

confidence: 67%

Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique

et al. 2023

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“…Prior studies have linked exclusion in learning environments to learners experiencing hostile treatment, and ultimately to higher drop/push-out rates, specifically in students who are underrepresented in medicine. 30 The finding of belonging, then, is especially notable, and suggests that building PS in learning environments may be one way to support inclusion and belonging for all students, an important step toward building and retaining a more diverse physician workforce.…”

Section: Discussionmentioning

confidence: 99%

Clinician Teacher as Leader: Creating Psychological Safety in the Clinical Learning Environment for Medical Students

McClintock¹,

Fainstad²,

Jauregui³

2022

Academic Medicine

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Purpose Psychological safety is the perception that a group environment is safe for interpersonal risk taking, exposing vulnerability, and contributing perspectives without fear of negative consequences. The presence of psychological safety has been tied to wellness, retention, and inclusiveness. National data demonstrate that many of the fundamental components of psychological safety are lacking in clinical learning environments. There is evidence that leadership behaviors can create psychological safety in traditional work environments. The authors sought to understand how clinical teachers’ leadership behaviors can create, destroy, and rescue psychological safety in the clinical learning environment. Method This was a multicenter, cross-sectional, qualitative study of fourth-year medical students from 2 institutions using semistructured interviews. Verbatim transcripts underwent constant comparison and iterative data reduction and analysis, continuing beyond thematic sufficiency. Results Eighteen students participated in interviews. Participants described key themes of relationships, an emphasis on learning, clear expectations, autonomy, and frequent feedback as promoting psychological safety. Safe environments lead to a sense of belonging and agency. They reported educator disinterest in students, dismissal of questions, lack of autonomy, and unclear expectations as destructive of psychological safety. Unsafe environments lead to withdrawal and a high extraneous cognitive load. Most students were unable to describe a time psychological safety was restored if lost. Conclusions Clinical teachers’ leadership behaviors can directly impact students’ perception of psychological safety in the clinical learning environment. Psychological safety increases students’ sense of belonging, self-efficacy, and engagement. The findings demonstrate that while it is difficult to repair an atmosphere that is psychologically unsafe, there are several actions that can be put into motion early on to ensure the learning environment is safe and remains so. Future research should investigate whether psychologically safe environments lead to meaningful differences in assessments of student learning and effective cultural change.

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“…The application of SEL frameworks has also been instrumental in promoting inclusive teaching practices and addressing the diverse social-emotional needs of learners. Amayo et al (2021) emphasized the importance of maintaining a growth mindset to engage learners and equip them to embrace challenges, persist through adversity, and seek out feedback, highlighting the role of mindset in creating an inclusive and supportive learning environment (Amayo et al, 2021). This underscores the significance of fostering a growth mindset to cater to the diverse socialemotional needs of learners.…”

Section: Social-emotional Learning (Sel)mentioning

confidence: 99%

The Evolving Learner: Educational Psychology's Perspectives on Growth and Development

Darbani,

Atapour

2023

KMAN Counsel and Psych Nexus

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This article aims to explore the multidimensional influences on learner development within educational psychology, focusing on learner autonomy, engagement, the impact of technology, and the integration of cultural diversity in educational settings. A narrative review method was utilized, synthesizing studies from various educational contexts. This included an analysis of learner interaction, motivational psychology, adaptive learning systems, and the integration of digital technologies in education. The review reveals that learner autonomy, engagement, and the effective use of technology significantly contribute to learner development. Additionally, cultural diversity and social-emotional learning play crucial roles in shaping educational outcomes. Emerging technologies such as AI, AR, and VR show potential in enhancing learning experiences. The article concludes that educational practices are evolving towards being more learner-centered and technology-enhanced. It emphasizes the importance of adaptive learning environments and suggests future research directions in educational technology and pedagogy to support holistic learner development.

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Twelve Tips for Inclusive Teaching

Cited by 12 publications

References 33 publications

Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique

Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique

Clinician Teacher as Leader: Creating Psychological Safety in the Clinical Learning Environment for Medical Students

The Evolving Learner: Educational Psychology's Perspectives on Growth and Development

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