education related journal articles

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Education articles from across Nature Portfolio

Latest research and reviews.

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

• Haozhe Jiang
• Ritesh Chugh
• Xiaoqin Wang

Interplay between music and mathematics in the eyes of the beholder: focusing on differing types of expertise

• Libby Azaryahu
• Roza Leikin

Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture

• Fulya Özbey
• Simge Bardak Denerel

Anticipated variability increases generalization of predictive learning

• Guy Grinfeld
• Nira Liberman

An ecological approach to understanding transitions and tensions in complex learning contexts

• Luke McCrone
• Martyn Kingsbury

Diversity trends among faculty in STEM and non-STEM fields at selective public universities in the U.S. from 2016 to 2023

• Sofia P. Baker
• Cory Koedel

News and Comment

Medicine’s dei backlash offers an opportunity to refocus on evidence-based approaches.

• Simar S. Bajaj
• Ahmed M. Ahmed
• Valerie E. Stone

Guide, don’t hide: reprogramming learning in the wake of AI

As artificial intelligence becomes increasingly integral to the world outside academia, universities face a crucial choice: to use or not to use.

• Monique Brouillette

Digital skills in chemical education

The role of computers in the chemical sciences is changing. Previously the domain of the theoretical or computational chemist, advanced digital skills, including data analysis, automation and simulation, are becoming extremely relevant to all. Here, we discuss the importance of integrating digital skills into an undergraduate chemistry programme and highlight some work currently being carried out to achieve this.

• Andrew R. McCluskey
• Miguel Rivera
• Antonia S. J. S. Mey

Exploring children’s despair in the face of climate change

Interventions targeting children’s eco-anxiety have focused on fostering hope, however this is disconnected from children’s need to explore and express despair regarding the climate crisis. Adults can help by acknowledging and discussing these emotions with children.

• Catherine Malboeuf-Hurtubise
• David Lefrançois
• Catherine M. Herba

What I learnt from running a coding bootcamp

By creating a bespoke learning environment for 25 students, I found a way to raise the coding level of my entire laboratory.

• Christian Landry

The Taliban said women could study — three years on they still can’t

Afghanistan is the only country in the world that stops its girls and women from attending schools and universities. And the Taliban show no sign of changing that.

• Miryam Naddaf

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	Title	Type
1		journal	5.772 Q1	186	43	74	5366	1338	73	12.59	124.79	64.39
2		journal	4.321 Q1	142	118	208	11698	2845	197	12.23	99.14	53.76
3		journal	3.956 Q1	151	67	205	3036	2030	198	6.76	45.31	48.23
4		journal	3.914 Q1	73	58	116	4766	837	109	7.32	82.17	27.78
5		journal	3.874 Q1	100	48	130	5704	2101	129	12.20	118.83	57.87
6		journal	3.863 Q1	130	84	216	7477	2702	214	4.93	89.01	55.99
7		journal	3.651 Q1	232	163	597	13475	9892	596	12.14	82.67	47.96
8		journal	3.520 Q1	68	72	199	2880	2148	182	10.46	40.00	44.83
9		journal	3.313 Q1	11	14	46	400	635	40	18.34	28.57	62.96
10		journal	3.227 Q1	29	79	106	5426	2196	105	18.85	68.68	31.47
11		journal	2.966 Q1	185	62	269	5579	3184	253	6.30	89.98	54.17
12		journal	2.838 Q1	54	12	21	1493	236	21	8.20	124.42	61.90
13		journal	2.808 Q1	116	20	74	3639	621	74	7.31	181.95	63.08
14		journal	2.774 Q1	252	53	307	5250	2234	306	6.45	99.06	57.48
15		journal	2.761 Q1	118	51	104	5425	885	103	6.56	106.37	68.78
16		journal	2.738 Q1	106	130	273	5755	2125	272	6.97	44.27	55.08
17		journal	2.606 Q1	105	61	101	2688	644	81	5.00	44.07	52.53
18		journal	2.601 Q1	60	94	161	5032	1493	146	4.15	53.53	58.00
19		journal	2.578 Q1	61	62	183	3613	2510	178	11.28	58.27	52.17
20		journal	2.426 Q1	117	18	76	1500	827	75	9.75	83.33	52.38
21		journal	2.425 Q1	119	120	387	7794	3894	366	9.33	64.95	48.14
22		journal	2.357 Q1	144	80	243	4949	1824	236	6.12	61.86	47.45
23		journal	2.249 Q1	88	229	835	18525	11016	834	12.66	80.90	34.93
24		journal	2.232 Q1	144	35	142	2674	802	141	4.99	76.40	61.98
25		journal	2.198 Q1	107	42	190	3459	1159	174	4.85	82.36	68.75
26		journal	2.158 Q1	109	56	129	2747	762	115	5.14	49.05	63.64
27		journal	2.155 Q1	29	84	192	3501	1345	99	5.38	41.68	45.53
28		journal	2.124 Q1	115	82	166	5522	836	153	4.52	67.34	52.29
29		journal	2.105 Q1	111	23	71	1314	388	66	3.79	57.13	54.90
30		journal	2.082 Q1	289	172	621	11356	3257	614	4.57	66.02	61.38
31		journal	2.075 Q1	104	146	461	9456	3132	458	6.12	64.77	43.27
32		journal	2.065 Q1	127	256	396	15378	3075	392	7.11	60.07	52.47
33		journal	2.041 Q1	113	22	55	1730	276	53	4.17	78.64	50.00
34		journal	2.035 Q1	50	68	187	5429	1767	174	7.37	79.84	55.85
35		journal	2.007 Q1	95	38	106	3403	550	97	4.51	89.55	43.02
36		journal	1.987 Q1	74	0	43	0	328	40	3.11	0.00	0.00
37		journal	1.982 Q1	21	40	63	1645	288	56	4.46	41.13	68.25
38		journal	1.954 Q1	144	186	494	11252	2846	489	5.44	60.49	61.37
39		journal	1.937 Q1	120	899	1482	45502	12101	136	5.91	50.61	34.69
40		journal	1.933 Q1	95	16	58	1494	236	58	3.84	93.38	62.00
41		journal	1.908 Q1	132	96	127	4236	669	122	5.03	44.13	61.15
42		journal	1.906 Q1	157	99	181	9134	1171	168	5.19	92.26	59.22
43		journal	1.898 Q1	60	235	544	12273	3423	526	4.26	52.23	70.75
44		journal	1.888 Q1	122	112	178	5739	923	171	4.44	51.24	47.51
45		journal	1.866 Q1	112	71	150	3408	620	150	3.57	48.00	37.28
46		journal	1.866 Q1	75	98	124	6503	1063	121	8.11	66.36	51.61
47		journal	1.852 Q1	62	89	123	4840	1140	112	5.56	54.38	57.95
48		journal	1.842 Q1	62	76	99	5306	789	91	7.30	69.82	41.16
49		journal	1.842 Q1	114	179	313	12758	2443	312	7.41	71.27	46.41
50		journal	1.840 Q1	111	55	151	5498	837	149	4.29	99.96	65.33

Follow us on @ScimagoJR Scimago Lab , Copyright 2007-2024. Data Source: Scopus®

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Greater Good Science Center • Magazine • In Action • In Education

Our Best Education Articles of 2020

In February of 2020, we launched the new website Greater Good in Education , a collection of free, research-based and -informed strategies and practices for the social, emotional, and ethical development of students, for the well-being of the adults who work with them, and for cultivating positive school cultures. Little did we know how much more crucial these resources would become over the course of the year during the COVID-19 pandemic.

Now, as we head back to school in 2021, things are looking a lot different than in past years. Our most popular education articles of 2020 can help you manage difficult emotions and other challenges at school in the pandemic, all while supporting the social-emotional well-being of your students.

In addition to these articles, you can also find tips, tools, and recommended readings in two resource guides we created in 2020: Supporting Learning and Well-Being During the Coronavirus Crisis and Resources to Support Anti-Racist Learning , which helps educators take action to undo the racism within themselves, encourage their colleagues to do the same, and teach and support their students in forming anti-racist identities.

Here are the 10 best education articles of 2020, based on a composite ranking of pageviews and editors’ picks.

Can the Lockdown Push Schools in a Positive Direction? , by Patrick Cook-Deegan: Here are five ways that COVID-19 could change education for the better.

How Teachers Can Navigate Difficult Emotions During School Closures , by Amy L. Eva: Here are some tools for staying calm and centered amid the coronavirus crisis.

Six Online Activities to Help Students Cope With COVID-19 , by Lea Waters: These well-being practices can help students feel connected and resilient during the pandemic.

Help Students Process COVID-19 Emotions With This Lesson Plan , by Maurice Elias: Music and the arts can help students transition back to school this year.

How to Teach Online So All Students Feel Like They Belong , by Becki Cohn-Vargas and Kathe Gogolewski: Educators can foster belonging and inclusion for all students, even online.

How Teachers Can Help Students With Special Needs Navigate Distance Learning , by Rebecca Branstetter: Kids with disabilities are often shortchanged by pandemic classroom conditions. Here are three tips for educators to boost their engagement and connection.

How to Reduce the Stress of Homeschooling on Everyone , by Rebecca Branstetter: A school psychologist offers advice to parents on how to support their child during school closures.

Three Ways to Help Your Kids Succeed at Distance Learning , by Christine Carter: How can parents support their children at the start of an uncertain school year?

How Schools Are Meeting Social-Emotional Needs During the Pandemic , by Frances Messano, Jason Atwood, and Stacey Childress: A new report looks at how schools have been grappling with the challenges imposed by COVID-19.

Six Ways to Help Your Students Make Sense of a Divisive Election , by Julie Halterman: The election is over, but many young people will need help understanding what just happened.

Train Your Brain to Be Kinder (video), by Jane Park: Boost your kindness by sending kind thoughts to someone you love—and to someone you don’t get along with—with a little guidance from these students.

From Othering to Belonging (podcast): We speak with john a. powell, director of the Othering & Belonging Institute, about racial justice, well-being, and widening our circles of human connection and concern.

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• v.5(1); 2021

Educating for diversity, equity, and inclusion: A review of commonly used educational approaches

Leonor corsino.

1 Department of Medicine, Division of Endocrinology, Metabolism, and Nutrition, Duke School of Medicine, Durham, North Carolina, USA

2 Duke Clinical and Translational Science Institute, Community-Engaged Research Initiative Core, Duke School of Medicine, Durham, North Carolina, USA

Anthony T. Fuller

3 Department of Neurosurgery, Division of Global Neurosurgery and Neurology, Duke University School of Medicine, Durham, North Carolina, USA

4 Duke Global Health Institute, Duke University, Durham, North Carolina, USA

5 Duke Clinical and Translational Science Institute, Center for Pathway Programs, Duke School of Medicine, Durham, North Carolina, USA

Diversity, equity, and inclusion (DEI) are fundamentally important concepts for advancing clinical and translational science (CTS) education. CTS education spans a wide range of disciplines from cell biology to clinical and community/population research. This large scope both in terms of intellectual areas and target groups requires an understanding of existing educational approaches for DEI as we translate DEI from mere concepts into equitable actions within CTS education. In this  review, we provide the readers with the most common DEI educational approaches, including cultural humility, bias training, and improving mentoring to diversify the workforce. DEI educational materials can achieve maximal success and long-term impact when implemented as institutional-wide interventions, and the materials are not seen as an isolated or independent curriculum. Approaches, strategies, and programs to achieve this are many. However, many questions remain unanswered about what the best approach, strategies, and programs are to be implemented in institutional-wide education that will be embedded in CTS education.

Diversity, equity, and inclusion (DEI) are fundamentally important concepts for advancing clinical and translational science (CTS) education. In recent years, increased societal consciousness has led to the precipitous rise in the usage of DEI in everyday vernacular. Often, when concepts become ubiquitous, their meanings morph such that individuals may have completely different ideas of the concept’s definition, or they become “code” that can lead some audiences to opt-out.

For the purpose of this review, we use diversity and inclusion as concepts in alignment with the National Institute of Health (NIH) definitions, given the NIH’s position as a major funder of CTSs. Diversity is defined by the NIH as “the range of human differences, including but not limited to race, ethnicity, gender, sexual orientation, age, social class, physical ability or attributes, religious or ethical value system, national origin, and political beliefs” [ 1 ]. While inclusion is defined as “involvement and empowerment, where the inherent worth and dignity of all people is recognized” [ 1 ]. For equity, we define this concept as “the state, quality, or ideal of being just, impartial, and fair” [ 2 ].

DEI work in CTS education requires an intentional focus on those already practicing in CTS as well as a focus on the training and education for the next generation of practitioners and investigators. CTS is uniquely positioned to reinforce inequities or entirely reshape and reduce inequities; therefore, the additional focus on trainees allows influence not only on the scientific questions that will be asked but also the scientific environment that they will inhabit. CTS education also spans a wide range of disciplines from cell biology to clinical and community/population research [ 3 ]. This large scope both in terms of intellectual areas and target groups requires an understanding of existing educational approaches for DEI as we translate DEI from mere concepts into equitable actions within CTS education.

CTS education is positioned within an academic environment that will either support or stifle DEI efforts. Environmental factors contributing to the support or stifling of DEI efforts include the makeup of the institution’s faculty, staff, leaders, and students alongside the institution’s evaluation procedures and policies. These environmental factors are distinct from educational materials created specifically to increase an institution’s members’ understanding of DEI. It is entirely plausible that an institution can have high-quality, innovative, and well-intended educational DEI materials within an environment that hinders its impact on its CTS educational community. The converse is also true. This reality is why we believe that within the CTS education community, despite our paper’s focus on DEI educational approaches, we must not only focus solely on the development and implementation of high-quality educational DEI materials, but also invest in cultivating just, equitable, and supportive learning environments.

While preparing for writing this review, we approached the intersection of DEI within CTS education with the broadest scope possible and then began narrowing. Our initial search terms brought up thousands of articles that spanned the spectrum from articles about educational environments to DEI materials. We choose to focus our paper on DEI educational materials and approaches, which narrowed the articles to a more manageable range. Each article in our search was examined to develop a list of the most common DEI educational approaches, and then we dove deeper into each approach to highlight the most salient features for the CTS educational community.

Educational Approaches and Programs

Several approaches have been pursued for educating DEI. In this section, we will provide a summary of some of the existing educational approaches and programs created and developed to enhance cultural humility, ameliorate bias, and improve mentoring to diversify the workforce in science. We recognize that due to the increasing body of literature in this significance and evolving area of research and education, it is impossible to be fully inclusive of all the work that has been done and is ongoing.

Cultural Humility

Cultural humility is defined as a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities [ 4 ]. Cultural humility training, usually referred to as cross-cultural training and education, is commonly offered to an array of professionals. The main goal of this training is to enhance cross-cultural interactions and increase personal awareness of one’s values and beliefs to increase the understanding and acceptance of others [ 5 , 6 ].

Although training in cultural humility is not new and has been implemented for decades, the approaches to implementation and its inclusion in research training are relatively new [ 4 ]. Traditionally, training to increase cultural humility utilizes workshops as its main pedagogical method [ 6 ]. These workshops are usually didactic, delivered for several hours or 1–2 days. This can lead many to perceive them as superficial. Further, those who are compelled to attend may find them divisive and uncomfortable [ 6 , 7 ].

Cultural immersion, based on the principle that immersion in another’s culture, practices, and language is an effective means of learning about oneself “in” another culture, has been utilized as another method to teach cultural humility [ 8 ]. Cultural immersion focuses on (1) increasing students’ capacity for empathy by exposing them to a different worldview, (2) developing critical self-reflection/self-awareness, (3) experiencing traditional cultural practices, and (4) exploring traditional and contemporary values and beliefs, focusing on the culture’s strengths [ 8 ]. Several studies have documented the impact and benefits of cultural immersion as a method to teach cultural humility [ 9 ]. Similarities among the studies include short-term immersion into a culture different than own, reflective journaling, daily writing, and debriefings [ 10 ].

A recently published systematic review looking into cultural immersion educational programs for healthcare professionals reports a total of 9 studies with a total of 94 participants with experiences in 14 culturally diverse environments. The interventions and assessments utilized by each program include didactic lecture, study abroad experience, semi-structured interviews, focus groups, journaling, and reflective papers. The authors concluded that participants in immersion programs demonstrated growth in the cognitive, affective, perpetual, cultural dissonance, and skills/engagement domains. The paper concluded that cultural immersion experiences can produce a positive multidomain effect in its participants.[ 10 ].

New approaches to delivering cultural humility training have been proposed. A group of investigators from the Rush Institute for Healthy Aging proposed the QIAN (Humbleness) curriculum: the importance of self-questioning and critique, bi-directional cultural immersion, mutually active listening, and the flexibility of negotiation curriculum. The QIAN curriculum is based on Chinese philosophy and is inspired by ancient Chinese thinkers. The investigators proposed a model that incorporates the following: (1) Question asking: questions regarding our own assumptions about the world, where the assumptions come from, constant self-questioning and self-critique; (2) Immersion: immersion that goes beyond exposure to other cultures; (3) Active listening: active listening with the body (gestures and body languages), mind (stories and narratives), and soul (feelings and emotions); and (4) Negotiation: willingness to negotiate mutually acceptable alternatives carries equal weight as learning each other’s preference. [ 7 ]

Another approach proposed to deploy cultural humility training includes an art-based curriculum. Art-based training for cultural humility has been proposed as an innovative and creative way of training health professionals. Art-based interventions that highlight self-reflecting artmaking facilitated insight, understanding, awareness, and competency [ 11 ].

Simulation is another method proposed for increasing cultural humility. Simulation for developing cultural humility has been utilized as a new pedagogical approach in nursing [ 12 – 14 ]. A review article published in 2017 looking at Cultural Competency and Cultural Humility in Simulation-Based Education identified a total of 16 studies. Within the 16 studies included in the review, a total of four themes emerged: (1) cultural sensitivity and cultural competence, (2) insight and understanding, (3) communication, and (4) confidence and comfort. However, the methods varied widely within these studies. At the end, the authors concluded that no one study existed at the time that describes the use of simulation to teach cultural humility [ 15 ]. Since the publication of this article, several others have shown the utility and the need of simulation as a new and innovative method to teach cultural humility [ 16 , 17 ].

Bias Training

Bias, conscious, or unconscious has been cited as a major contributing factor in health and health care disparities and underrepresentation of historically minority groups in science and academia [ 18 ]. The term “implicit bias” or “unconscious bias” gained significant attention and has been the subject of many publications. The “unconscious bias hypothesis” which is widely quoted in social psychology research, portends that bias can occur without recognition [ 19 ]. Bias is usually referred to as both stereotypes and prejudices and as “the negative evaluation of one group and its members relative to another” [ 20 ]. While studies have documented bias in health care delivery [ 21 ], additional research has shown the impact of unconscious bias in research, admissions, hiring policies, and underrepresented minorities (URMs) progression in academia [ 22 – 24 ].

To educate for DEI, it is necessary to address the significant impact that bias plays in our day-to-day lives as researchers, health care providers, educators, and leaders. The recognition of the impact of bias in all aspects of academic medicine is the main force behind the increasing number of materials and approaches developed and implemented to increase awareness of bias and its impact. Although it is not possible to eliminate our own unconscious bias, it is potentially possible to ameliorate its impact on our decisions while treating patients, conducting research, interviewing, and leading [ 25 ].

Numerous programs, educational materials, and approaches have been developed to address bias. It is challenging to provide a complete summary of the existing data and publications pertaining to unconscious bias due to the exponential increase in the number of publications within the last decade. However, for the purpose of this review, we will provide the readers with the most common approaches utilized and proposed to increase awareness, knowledge, and skills development to address the impact of bias in all aspects of academia including CTS education.

Awareness, Knowledge, and Skills

To address biases, we need to become aware that they exist and their impact on behavior. Approaches to increased awareness are currently being implemented. One highly utilized tool is the Implicit Association Test (IAT). The IAT is currently the only available objective measurement of unconscious bias. The IAT measures the differential association of two target concepts with attributes. IAT, developed in 1998 by Banjani and Greenland [ 26 ], has been extensively utilized by many studies addressing unconscious bias [ 27 ]. Although the IAT is widely utilized and there is research proving its validity [ 28 ], there is some controversy regarding it’s utility [ 29 ]. One of the main critiques of the test is to what extent awareness predicts behavior [ 30 ]. Despite the limitations of the test, its utility to increase awareness and its free availability makes it a valuable tool for bias awareness.

Research and publications reporting curriculum and programs developed to address the issue of racial bias in academic medicine are vast. The research ranges from programs targeting medical students [ 31 , 32 ], residents [ 33 ], faculty [ 34 ], and search committees [ 35 ]. Overall, commonalities within these programs and educational materials comprise the use of workshops, multimedia presentations, small group discussions, interactive audience polling, self-reflection, and clinical vignettes or case studies.

Educational materials focused on interventions to acquire skills to reduce the impact of bias are less commonly reported. However, some information exists regarding strategies to prevent implicit bias. Four strategies that show potential for reducing implicit bias include: (1) pursuing egalitarian goals by learning to associate minority groups with goals that promote fairness and equity, this potentially helps cutting the stereotype off even before they appeared; (2) identifying common identities by shifting the attention from differences and focus more on common interests and activities; (3) counter-stereotyping by focusing on the individual unique attributes and behaviors; and (4) perspective-taking by taking the perspective of the minority group [ 36 ].

Improving Mentoring to Impact Clinical Translational Science Education

CTS education will not be successfully achieved without deliberate attention to improve mentoring to diversify the workforce. Diversifying the workforce has been recognized as an important and necessary priority to further scientific discoveries, eliminate health disparities, improve minority health, and achieve patient-centered outcomes [ 37 ]. Robust mentorship has been cited as a way to enhance workforce diversity in health sciences and research [ 38 ]. Research has shown that trainees from URM groups receive less mentoring than their White peers [ 39 ]. Further, improving mentoring to increase DEI in research has been identified as a priority by the NIH [ 39 ]. The NIH directly addressed the science of diversity, citing the racial, ethnic, gender, and economic balance of the US biomedical research workforce as limiting the promise of building knowledge and improving the nation’s health [ 40 ]. To that end, the National Research Mentoring Network (NRMN) a nationwide consortium of biomedical professionals and collaborating institutions sponsored by the NIH works to provide all trainees across scientific disciplines with evidence-based mentorship and professional development programming that emphasizes the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships and, more broadly, the research workforce. The goal of the NRMN is to increase the diversity of biomedical research by enhancing the mentorship and career development of individuals from diverse backgrounds, communities, and cultures [ 41 ].

The evidence-based curriculum, activities, and training resources available via the NRMN are grounded in a robust conceptual model, authentically address bias, stereotype threat, and cultural ignorance, focus on the formal preparation of both mentors and mentees, builds upon process-based, community-building approaches to mentor and mentee training, and include established multimodal training formats and proven train-the-trainer efforts that allow for rapid scale-up and sustainability.

Considering the extensive efforts by the NRMN in the development of a publicly available curriculum to train mentors and mentees to improve mentoring practice that will lead to DEI in research, we encourage others to explore and engage in activities to deploy this training widely. We recognized that there are potential limitations experienced by some academic institutions to fully deploy the curriculum, such as lack of time, financial support, and other resources including trained facilitators. However, it is challenging to educate for DEI when diversity in the scientific workforce is not achieved.

The NRMN curriculum has been adapted and implemented successfully by Clinical and Translational Science Awards (CTSAs) around the country. Through the Institute for Clinical and Translational Research (ICTR), the Entering Mentoring training materials were adapted for use with CTSA mentors. In a randomized controlled trial, the entering mentoring materials were implemented at 16 CTSA institutions across the country [ 42 ]. In this study, a total of 283 mentor–mentee pairs were recruited. Mentors were randomized to the 8-hour training group or to the control group. The curriculum is implemented in a small group of mentors that engage in discussions based on case studies and activities. The curriculum was deployed by two facilitators and in four 2 hours sessions. The curriculum focuses on six core competencies: (1) maintaining effective communication, (2) aligning expectations, (3) assessing understanding, (4) addressing diversity (5) fostering independence, and (6) promoting professional development. Evaluation of the curriculum demonstrated improvement in mentors’ skills important for successful mentoring such as communication and evaluation skills [ 43 ].

Implementation, Dissemination, and Evaluation

Increased attention and focus on DEI has led to the development of a wide array of educational materials with varying levels of quality and distinct pedagogical approaches. Sifting through the options to select the best and most impactful approaches requires the same attention to detail and scientific rigor as any other topic in CTS. Practically, this means that deliberate attention is given to the selection of educational materials, to the choice of the faculty, staff, and students who will administer and receive the educational materials, and to the environment in which the materials are being implemented.

DEI educational materials can achieve maximal success and long-term impact when implemented as institutional-wide interventions, and the materials are not seen as an isolated or independent curriculum. DEI education must be viewed as integral and intertwined with the successful mastery of every topic and aspect within CTS. Programs and institutions across the country are at different stages in the process of fully integrating DEI into their curriculum. Most have communicated acknowledgment of DEI’s importance by placing it within their mission statements. Undoubtedly, this is an important step towards full-scale systemic changes in the structures, environment, and educational materials.

As programs and institutions begin their journeys in DEI development and integration, dissemination becomes imperative. Dissemination serves a tripartite purpose by providing a channel for iteration, refinement, and sharing of best practices. The Association of American Medical Colleges’ (AMMC) MedEdPORTAL Diversity, Inclusion, and Health Equity Collection is a good example of a dissemination platform (Table  1 ). Through this and other mechanisms, work being done at a single program or institution can contribute to the growing body of work in this space. Collective knowledge development through dissemination is a key lever for success as programs and institutions grapple with the daunting task of dismantling racism, sexism, ageism, ableism, and a multitude of other isms.

Curriculum and educational approaches and materials resources

Topic	Resources
Anti-racism collection
Diversity, inclusion, and health equity collection
Mentoring training resources
Diversity research collection

Rigorous evaluation of DEI educational interventions is an additional lever for success. There is a desperate need to try to get this “right,” which means there must be a way for CTS educators to know which DEI educational materials are better and what impact are to be expected. Checklists, audits, toolkits, and evaluation surveys have already been created [ 44 ].

Unmet Needs and Barriers

Institutional and program willingness, adequately trained and resourced staff, and receptive students are only part of the complex puzzle of educating for DEI in CTS. Unmet needs are embedded and widespread within each of these areas. Most institutions and programs have a general willingness to engage in DEI work and are faced with resistance [ 45 ].

Across the board exists the need to see the value and then to invest the time, funding, and development of qualified instructors. Until recently, DEI work has been an afterthought or has garnered increased attention due to tragedy and exposure of inequities.

Putting DEI into Practice

Academic institutions and CTSAs within these institutions recognize the value of DEI in the advancement of sciences. As such, implementing approaches to further educate stakeholders for DEI are important. Our simple conceptual framework focused on two distinct ideas: the creation of a conducive environment and the creation and implementation of educational materials and curriculum. The framework highlights the importance of the environment when it comes to fostering DEI. Without a supportive and conducive environment, advancement to ameliorate racism and bias in research and academic institutions is close to impossible.

Although, in this study, we focused mostly on describing some of the most used approaches to educate for DEI as we cannot overemphasize the impact of the environment. To implement training in cultural humility, bias training, and mentoring training, it is critical to have an environment that supports these initiatives. For example, the testing and implementation of mentoring training at several CTSAs around the country were possible with the support from NIH funding and buy-in by CTSAs leadership.

Similarly, training in bias and cultural humility requires dedicated effort to hire, train, develop, and implement new and existing materials. To that end, the creation of diversity and inclusion offices, centers for equity, and institutes dedicated to these efforts are important and, as such, should be fully supported and resourced. Also, the efforts to educate for DEI are no longer isolated and are becoming more and more critical components of research, training, and education. However, more is still needed. For example, validated measurements to assess the short and long-term impact of bias training. In the meantime, to what extent training that aims to change very rooted bias has an impact on research remains unknown. Finally, there is a need to continue the conversation, the creation, implementation, research, and innovation in DEI education.

Educating for DEI and dismantling racism in research and academic institutions is a national priority. Approaches, strategies, and programs to achieve this are many. However, many questions remain unanswered pertaining to what the best approach, strategies, and programs are to implement institutional-wide education that will be embedded in CTS education. Further, as we continue to explore, test, and implement these approaches, strategies, and programs, other questions remain regarding the best assessments to determine their impact.

Acknowledgment

The authors would like to thank Ms. Maureen Cullins for her editorial support.

Disclosures

Dr. Corsino receives funding for her role as co-director for the Duke CTSI Community Engagement Research Initiative Core by the CTSA grant UL1TR002553 and received funding for her former role as associate director for the Duke School of Medicine Office of Faculty Mentoring Training by the CTSA grant UL1TR002553. She also received NIH funding for her former role as co-director for the REACH Equity Center Training and Education Core 5U54MD012530-03. Dr. Corsino is a former Diversity Strategist in the Duke School of Medicine Office of Diversity and Inclusion. She is currently a co-investigator in the NIH-funded U01GM132374. Dr. Fuller has no conflicts of interest to declare. The content is solely the responsibility of the authors and does not necessarily represent the official views of NIH or the Duke School of Medicine.

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