SACME Sample Diversity, Equity and Inclusion CE Faculty Checklist

The following tool was developed based on the UWSMPH Presenter’s Guide. The goal of the guide and this checklist is to help create an inclusive learning environment for participants of all backgrounds. It is unlikely that all of the common identities or social issues listed will be discussed in your presentation or other content. However, when any of these identities are discussed, review the your content using this checklist to verify appropriate use of vocabulary and language. Suggestions for avoiding common mistakes/oversights are also included. Using appropriate language, we realize is only the first step to creating an inclusive and equitable learning environment. Please refer to the Diversity, Equity and Inclusion in Accredited Continuing Education document attached to your faculty letter for further questions and considerations to include within your content.

UW-Madison SMPH faculty and staff diversity and inclusion resources are available here.
UW-Madison Ebling Library diversity, equity and inclusion resources are available here.

Name of Conference or Online Activity *

List the title of the conference, online course or series where you will present your content. (E.g., Updates in Primary Care, Screening for Depression Online Course, Medicine Grand Rounds.) If you are unsure of the title, list the title of your content.

Which teaching and learning modalities are included in your educational activity/presentation? *

Which teaching and learning modalities are included in your educational activity/presentation? Other:

For each of the sections below, review the Glossary if you would like read more; then indicate whether your educational activity/presentation met the following criteria.

General Glossary

General Glossary

Demonstrates interprofessionalism: Content promotes interprofessional teamwork and is inclusive of all member of the target audience.

Patient experiences are treated uniquely: Patient experiences, beliefs, values, preferences, etc. should not represent or be generalized to an entire group of people.

General

	Yes	No
Demonstrates interprofessionalism	Demonstrates interprofessionalism - Yes	Demonstrates interprofessionalism - No
Patient experiences are treated uniquely	Patient experiences are treated uniquely - Yes	Patient experiences are treated uniquely - No

Ability and Disability Glossary

ABILITIES AND DISABILITIES

Fair, inclusive, and responsible representation of a variety of individuals affected by specific conditions or illnesses
- Acknowledge the uniqueness and complexity of disability identities. Although health disparities exist when comparing people with disabilities vs. people without, having a disability itself does not necessarily decrease quality of life and happiness.
- Linked resources should represent a range of experts who have contributed to the field.
Appropriate inclusive and non-derogatory language is used
- Use person-first language, unless otherwise specified by a patient (e.g., an individual with a physical disability" instead of "a disabled person").
- Use "typical" instead of "normal" to describe bodily forms, development, or psychological condition.
- Use "intellectual disability" instead of "mental retardation."
- Use "accessible" instead of "handicapped" (e.g., accessible parking space).
- Avoid terms or phrases like "crazy," "defective," "midget," "victim of," "suffering from," "afflicted with," etc.

Ability and Disability

	Yes	No
Fair and inclusive representation of a variety of individuals affected by specific conditions or illnesses	Fair and inclusive representation of a variety of individuals affected by specific conditions or illnesses - Yes	Fair and inclusive representation of a variety of individuals affected by specific conditions or illnesses - No
Appropriate, inclusive, and non-derogatory language is used	Appropriate, inclusive, and non-derogatory language is used - Yes	Appropriate, inclusive, and non-derogatory language is used - No

LGBTQIA Glossary

Gender and LGBTQIA

LGBTQIA - Lesbian, Gay, Bisexual, Transgender, Queer and/or Questioning, Intersex, and Asexual and/or Ally

Fair and responsible representation of various sexual and gender identities are used within course content
- Include identities outside of gay and straight such as bisexual, pansexual, or asexual in clinical scenarios.
- Include gender identities beyond cisgender or transgender, such as gender neutral, non-binary, or gender fluid.
- Recognize that these identities can be complex and dynamic.
- Linked resources should represent a range of experts who have contributed to the field (e.g., by listing full names of authors, including headshots from the authors).
Pathological features of disease in both sexes are described
- Signs and symptoms of a disease should be represented in both sexes.
Avoid gendered language
- Avoid assigning genders to general terms or general descriptions of patients. The pronoun "they" can be used to describe patients when their gender identity is unknown.
- Terms with gendered connotations should be changed to gender neutral terms (e.g., Latino to Latinx, chairman to chairperson).
- Use sex-base language (male and female) only when referring to anatomy, physiology, or genetics.
LGBTQIA terminology is used appropriately
- When discussing transgender patients, refer to them as a transgender man, transgender woman, or transgender person. Transgender is an adjective, not a noun.
- The terms "transgendered," "tranny," or "transvestite" must be avoided.
- Use "gender affirming care/surgery" or "gender transition" instead of "sex change."
- Do not describe sexual orientation or sexuality as a "preference" or a "lifestyle."
- Acceptable terms include heterosexual, gay, bisexual, pansexual, queer, and asexual. "Homosexual" is a term no longer used.
- Avoid using “normal” to describe body size and shape or using “normal” to describe heterosexual individuals or cis individuals.
Be mindful of possible microaggressions or bias
- Avoid stereotypes of gender roles.
- Avoid implicit or explicit value judgements of LGBTQIA individuals and their relationships.
- Partners of patients in case scenarios should be taken seriously.
UW Madison Campus Resources

LGBTQIA

	Yes	No
Fair and inclusive representation of various sexual and gender identities are used within course content	Fair and inclusive representation of various sexual and gender identities are used within course content - Yes	Fair and inclusive representation of various sexual and gender identities are used within course content - No
Pathological features of disease in both sexes are described	Pathological features of disease in both sexes are described - Yes	Pathological features of disease in both sexes are described - No
Gendered language is avoided	Gendered language is avoided - Yes	Gendered language is avoided - No
LGBTQIA terminology is used appropriately	LGBTQIA terminology is used appropriately - Yes	LGBTQIA terminology is used appropriately - No
Content is mindful of possible bias or microaggressions	Content is mindful of possible bias or microaggressions - Yes	Content is mindful of possible bias or microaggressions - No

Race/Ethnicity Glossary

Fair and responsible representation of the variety of individuals affected by specific conditions or illnesses
- Include people of various races, ethnicities, or ancestral backgrounds in clinical examples and other representations.
- Linked resources should represent a range of experts who have contributed to the field (e.g., by listing full names of authors, including headshots from the authors).
Disparities that exist across racial groups are discussed from a systems perspective
- Health disparities should not be attributed to race alone, since many disparities are due to society's construction of race and systems of oppression that affect opportunity, socioeconomic status, environment, and access to resources including healthcare.
Genetic differences are described by geographic ancestry
- Genetic differences are described by geographic origins, not by race (e.g., “Sickle cell disease is more common in black people” ⇒ “Sickle cell disease is more common in people with ancestors from Africa, India, the Middle East, and the Mediterranean).
Intersectionality in clinical scenarios is highlighted
- Intersectionality is the concept that everyone has multiple identities (i.e., racial identity, gender, sexuality, ability status), and this combination of identities impacts their perspective on the world and the way society treats them. As one example, a black woman might experience the world different than a black man or white woman due to overlapping identities. Even if the exact effects are not discussed, it should be acknowledged that intersecting identities can change patient perspectives and the way patients are viewed.
Person first language is used
- Center the person, not the description. For example, instead of using "Blacks" to refer to a group, one would instead use "Black people" or "people who are Black."
- "Minority" should not be used to describe an individual, instead it is a collective term.
Be mindful of possible microaggressions or biases.
- Acknowledge the experience of racism and its effect on health disparities.
- Acknowledge bias and discuss ways of managing it.
- Avoid stereotypes in general and of who presents with certain diseases.
- Avoid labeling a patient "non-compliant" or "non-adherent" - need to consider patients' access to care and resources.
UW Madison Campus Resources for Faculty

Race/Ethnicity

	Yes	No
Fair and inclusive representation of the variety of individuals affected by specific conditions or illnesses	Fair and inclusive representation of the variety of individuals affected by specific conditions or illnesses - Yes	Fair and inclusive representation of the variety of individuals affected by specific conditions or illnesses - No
Health disparities that exist across racial groups are discussed from a systems perspective	Health disparities that exist across racial groups are discussed from a systems perspective - Yes	Health disparities that exist across racial groups are discussed from a systems perspective - No
Genetic differences are described by geographic ancestry	Genetic differences are described by geographic ancestry - Yes	Genetic differences are described by geographic ancestry - No
Intersectionality in clinical scenarios is highlighted	Intersectionality in clinical scenarios is highlighted - Yes	Intersectionality in clinical scenarios is highlighted - No
Person first language is used	Person first language is used - Yes	Person first language is used - No
Content is mindful of possible bias or microaggressions	Content is mindful of possible bias or microaggressions - Yes	Content is mindful of possible bias or microaggressions - No

Socioeconomic Status (SES) Glossary

Fair and responsible representation of individuals with differing SES
- SES is defined as a measurement of an individual's education, income, and occupation. Needs of people with differing SES in terms of access to healthcare and other resources should be acknowledged.
- Poverty should not be blamed on the individual nor equated with certain populations. Many people experience poverty for different reasons, many of which are systemic in nature.
- Discussions of poverty should include sufficient context and background to its cause to avoid stereotypes and generalizations.
- Acknowledge the relationship between discrimination and oppression to socioeconomic status.
Appropriate language is used
- Use "under-resourced" instead of terms like "poverty-ridden," "poverty-stricken," "disadvantaged," or "impoverished."

Socioeconomic Status (SES)

	Yes	No
Fair and responsible representation of individuals with differing SES	Fair and responsible representation of individuals with differing SES - Yes	Fair and responsible representation of individuals with differing SES - No
Appropriate language is used	Appropriate language is used - Yes	Appropriate language is used - No

Notes

Record your plans to address these criteria in your activity. What additional resources or data do you need?

Comments

References

American Psychological Association. Socioeconomic Status. American Psychological Association. Updated 2020. Accessed June 26, 2020.
Bussan H, Hoang T, Villaruz J, Hernandez JB, Rajan S. University of Wisconsin School of Medicine and Public Health Presenter's Guide. SMPH Intranet. https://intranet.med.wisc.edu/building-community/. Published 2019. Accessed June 1, 2020.
The California State University. Diversity Style Guide. CSU Branding Standards. https://www2.calstate.edu/csu-system/csu-branding-standards/editorial-style-guide/Pages/diversity-style-guide.aspx. Updated October 3, 2019. Accessed June 1, 2020.
Cruz D, Rodriguez Y, and Mastropaolo C. Perceived microaggressions in health care: A measurement study. PloS one. 2019;14(2). https://doi.org/10.1371/journal.pone.0211620.
Dean MA, Victor E, and Guidry-Grimes L. Inhospitable Healthcare Spaces: Why Diversity Training on LGBTQIA Issues Is Not Enough [published online ahead of print July 7 2017]. J Bioeth Inq. 2016 Dec;13(4):557-570. doi: 10.1007/s11673-016-9738-9.
Meade MA, Mahmoudi E, and Lee S. The Intersection of Disability and Healthcare Disparities: A Conceptual Framework. Disabil. Rehabil. 2015;37(7):632-41. doi: 10.3109/09638288.2014.938176.
Peralta Colleges. Peralta Online Equity Rubric. Peralta Colleges. https://web.peralta.edu/de/equity-initiative/equity/. Published May 2019. Accessed July 3, 2020.
Wahlert L and Fiester A. Repaving the Road of Good Intentions: LGBT Health Care and the Queer Bioethical Lens. Hastings Cent Rep. 2014 Sep;44 Suppl 4:S56-65. doi: 10.1002/hast.373.
Weber A, Collins S, Robinson-Wood T, Zeko-Underwood E, and Poindexter B. Subtle and Severe: Microaggressions Among Racially Diverse Sexual Minorities [published online ahead of print June 8 2017]. J Homosex. 2018;65(4):540-559. doi: 10.1080/00918369.2017.1324679.

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SACME Sample Diversity, Equity and Inclusion CE Faculty Checklist

ABILITIES AND DISABILITIES

Gender and LGBTQIA

References