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.

This article presents an interview with Professor Young-Mee Lee of Korea University College of Medicine, who is the recipient of the 14th Medical Education Innovation Award from the Korean Association of Medical Colleges. In the interview, Professor Lee shared her perspectives on three key issues in contemporary Korean medical education: the essential qualities of medical students in a changing healthcare environment, the role of artificial intelligence (AI) in medical education and its implications for the essence of physicians, and the educational significance of Korea’s combined six-year medical curriculum. First, Professor Lee identified humility and the capacity for self-directed learning as core qualities required of medical students, framing professionalism as a foundational concept in medical training. Second, she addressed medical AI education by outlining six core competency domains and emphasized that critical reasoning remains a uniquely human capacity that cannot be replaced by technological advances. Third, Professor Lee advocated for the combined six-year medical curriculum, characterizing it not as a simple extension of training time but as a structure that enables continuous self-reflection and intentional student development. Beyond issues of curricular design, she argued that meaningful innovation in medical education requires the restoration of trust among faculty, students, and society. Finally, she encouraged young physicians to first cultivate professional expertise within their current roles before expanding their involvement into the field of medical education.

Cultural safety education emphasizes critical reflection on bias, power relations, and the structural conditions that shape healthcare encounters, and recognizes patients and communities as the subjects who define what constitutes “culturally safe” care. It moves beyond knowledge-based cultural competence by examining professional norms, institutional practices, and dominant assumptions within medicine. In Korea, medical culture has developed through a historically specific process in which Western medicine became institutionalized through Japanese colonial rule and later American influence. The authors therefore adopted the framework of cultural safety to address structurally formed power relations and contextual cultural biases in Korean medical education. This innovation report describes three educational practices implemented at two Korean medical colleges across different stages of basic medical education. At Inje University College of Medicine, a third-year cultural safety course embedded within patient safety training engaged students in dialogue with international patients, supported by guided reflection, to examine cultural bias, professional identity, and system-level tensions. At Yonsei University Wonju College of Medicine, a first-year communication course incorporated a cultural diversity module that combined experiential learning and reflective writing to support students in identifying unconscious bias and developing patient-centered communication. In 2025, Inje University expanded cultural safety education to first-year premedical students through a longitudinal course integrating postcolonial and stigma theories to explore social hierarchies, internalized authoritarian cultures, and colonial traces in Korean healthcare and medical education. These experiences highlight practical strategies for creating culturally safe learning environments within locally grounded medical education.

Diversity, equity, and inclusion (DEI) are increasingly emphasized in medical education worldwide. However, it remains unclear how these values are reflected within the context of Korean medical education. This study explores how DEI is articulated through an analysis of the official websites of Korean medical schools. We conducted a content analysis of the official websites of 40 Korean medical schools. DEI-related synonyms and associated phrases were identified across mission and values statements, educational objectives, graduate outcomes, and student support sections. Identified phrases were coded according to the dimensions of diversity, equity, and inclusion. Quantitative frequencies were then summarized. For further analysis, qualitative thematic analysis and integrated analysis were performed to examine how each DEI element was conceptually represented. Among the 40 universities, 32 institutions (80%) demonstrated at least one component of DEI. Diversity (60%) was more frequently referenced than inclusion (50%) and equity (42.5%). DEI elements were most prominently observed in student support sections (62.5%) and were least frequently identified in mission and values statements (15%) and educational objectives (12.5%). In the qualitative analysis, diversity was primarily described in terms of respect for diversity within organizations and global citizenship. Equity was largely limited to scholarships and material support for disadvantaged students. Inclusion mainly emphasized the creation of respectful environments. Overall, in Korean medical schools, DEI was more commonly represented through student support mechanisms than through institutional philosophy or educational objectives. An integrated approach to the implementation of DEI is therefore needed to achieve meaningful change in Korean medical education.

This study examines the imperative of diversity, equity, and inclusion (DEI) policies within university-based professional education and delineates the strategic tasks required for their effective implementation. First, the paper presents a conceptual overview of DEI, tracing its evolution alongside related frameworks, including corporate social responsibility and environmental, social, and governance criteria. Although DEI discourse has primarily matured within the corporate sector, its underlying values are increasingly relevant to a wide range of organizational forms, including public institutions, healthcare facilities, and higher education. Given their strong public mission, universities are uniquely positioned to integrate DEI as a core component of institutional responsibility. Furthermore, this study argues that the broad application of DEI must be tailored to address the distinctive demands of professional education—such as law, medicine, and pharmacy—which are characterized by specialized pedagogical approaches, rigorous accreditation requirements, and specific ethical mandates. Professional education functions as a critical gateway to socially influential roles; therefore, the integration of DEI values constitutes not merely an administrative direction but an ethical necessity. This paper proposes the development of field-specific standards and independent implementation frameworks that respect the professional and institutional autonomy of these programs. Ultimately, universities can cultivate a more inclusive academic environment, which in turn contributes to more equitable professional services for society at large.

As sociocultural attitudes in South Korea continue to evolve, the growing visibility of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals highlights an increasing need for medical education that addresses diversity, equity, and inclusion (DEI). In response to this need, Seoul National University College of Medicine (SNUCM) introduced an LGBTQ+ medicine curriculum in 2021. The curriculum aims to prepare future physicians to provide equitable and respectful care to LGBTQ+ patients and to promote improvements in LGBTQ+ health through an affirming clinical approach. The program consists of both required and elective components. A required one-hour session for second-year medical students covers essential terminology, the historical process of depathologizing LGBTQ+ identities, and core principles of non-discriminatory and inclusive clinical care. Students seeking more advanced training may enroll in a four-week elective course, which provides in-depth learning through direct engagement with LGBTQ+ community members and site visits to LGBTQ+-affirming clinical settings. In addition, a ten-week research course is available to interested second-year students. Highly motivated senior-year students may further participate in a five-week advanced clinical placement focused on clinical observation and seminar-based learning. Participants reported high satisfaction with the program and perceived meaningful improvements in their competence in providing LGBTQ+-affirming health care. Broader national implementation of similar curricula will require coordinated collaboration among medical schools and relevant professional and expert organizations to establish shared core educational content and regionally structured clinical clerkship programs. The experience at SNUCM demonstrates both the necessity and the practical feasibility of integrating DEI-focused education, including LGBTQ+ medicine. Such efforts are expected to support the development of physicians who are committed to health equity and capable of delivering high quality, person-centered care free from prejudice.