Global Trends in Diversity, Equity, and Inclusion Curricula in Medical Education: A 2020–2025 Scoping Review
10.17496/kmer.25.041
- Author:
Eun Jee CHANG
;
Yoo Jin UM
;
Hyun Bae YOON
- Publication Type:(Special Section) Research Article
- From:
Korean Medical Education Review
2026;28(1):9-22
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
Interest in embedding diversity, equity, and inclusion (DEI) across medical training has grown rapidly, yet the overall landscape of DEI-related medical education research remains fragmented. This scoping review mapped recent DEI-related curricula, programs, and training initiatives implemented in undergraduate medical education (UME) and graduate medical education (GME) settings. We conducted a PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews)–reported scoping review. PubMed was searched for studies published between 2020 and 2025 that examined DEI-focused educational activities in UME and GME involving medical students, residents or fellows, or faculty members. Data were extracted on publication year, country, target population, study design, and primary DEI domain, and results were summarized descriptively. Of 203 records identified, 164 met the inclusion criteria. Publications increased sharply after 2022 and were predominantly US-based. Most studies focused on residents, followed by medical students, faculty members, and analyses of program websites or institutional documents. Studies clustered into five domains: (1) learning environment and discrimination; (2) admissions and workforce diversity; (3) frameworks and measures; (4) curriculum development and implementation; and (5) outcomes and evaluation. Ten studies were purposively selected for narrative synthesis across key educational contexts. Most reported short-term learner outcomes, with limited evidence of behavior change, organizational impact, or patient-level outcomes. DEI-related medical education research is expanding; however, it remains geographically concentrated and methodologically constrained. Future studies should adopt context-sensitive, longitudinal, and multi-level designs to better inform curriculum planning, implementation, and evaluation.
