Abstract
There is an obligation among those teaching epidemiology to incorporate principles of equity, diversity, and inclusion (EDI) into the curriculum. While there is a well-established literature related to teaching epidemiology, this literature rarely addresses critical aspects of EDI. To our knowledge, there is no working group or central point of discussion and learning for incorporating EDI into epidemiology teaching in Canada. To address this gap, we convened a workshop entitled “Incorporating EDI into the epidemiology and biostatistics curriculum and classroom.” The workshop discussed nine strategies to incorporate EDI in the epidemiology curriculum: positionality (or reflexivity) statements; opportunities for feedback; land acknowledgements; clarifying the purpose of collecting data on race and ethnicity, sex and gender, Indigeneity; acknowledging that race/ethnicity is a social construct, not a biological variable; describing incidence and prevalence of disease; demonstrating explicit bias using directed acyclic graphs (DAGs); critical appraisal of study population diversity; and admission criteria and considerations. Key take-aways from the workshop were the need to be more intentional when determining the validity of evidence, particularly with respect to historical context and the need to recognize that there is no single solution that will address EDI.
Résumé
Les personnes qui enseignent l’épidémiologie ont l’obligation d’intégrer les principes d’équité, de diversité et d’inclusion (EDI) dans le programme d’études. Bien qu’il existe une littérature bien établie sur l’enseignement de l’épidémiologie, cette littérature aborde rarement les aspects critiques de l’EDI. À notre connaissance, il n’existe pas de groupe de travail ou de point central de discussion et d’apprentissage pour l’intégration de l’EDI dans l’enseignement de l’épidémiologie au Canada. Pour combler cette lacune, nous avons organisé un atelier intitulé « Incorporer l’EDI dans le programme d’enseignement de l’épidémiologie et de la biostatistique et dans la salle de classe ». L’atelier a examiné neuf stratégies visant à intégrer l’EDI dans le programme d’enseignement de l’épidémiologie : déclarations de positionnement (ou de réflexivité); occasions pour partager de la rétroaction; reconnaissances territoriales; clarification de l’objectif derrière la collecte de données sur la race et l’ethnicité, le sexe et le genre et l’indigénéité; reconnaissance du fait que la race/l’ethnicité est une construction sociale et non une variable biologique; description de l’incidence et de la prévalence des maladies; démonstration de parti pris explicites à l’aide de graphe orienté acyclique (DAG); évaluation critique de la diversité de l’échantillon étudié; et critères et considérations d’admission. Les principaux enseignements tirés de l’atelier sont la nécessité d’être plus intentionnel dans la détermination de la validité des données probantes, en particulier en ce qui concerne le contexte historique, et la nécessité de reconnaître qu’il n’existe pas de solution unique pour prendre en compte les principes de l’EDI.
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DF, SS, and GW-C conceptualized the paper. DF and SS drafted the initial paper. DF, SS, GW-C, LA, NM, and JW contributed substantially to the writing. DF, SS, GW-C, LA, NM, and JW approved the submitted version of the manuscript.
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Fuller, D., Stanojevic, S., Watson-Creed, G. et al. Incorporating equity, diversity, and inclusion into the epidemiology and biostatistics curriculum: A workshop report and implementation strategies recommendations. Can J Public Health (2024). https://doi.org/10.17269/s41997-024-00876-8
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DOI: https://doi.org/10.17269/s41997-024-00876-8