Development of a Tool to Measure Student Perceptions of Equity and Inclusion in Medical Schools
Authors: Boatright Dowin , Nguyen Mytien , Hill Katherine , Berg David , Castillo-Page Laura , Anderson Nientara , Agbelese Victoria , Venkataraman Shruthi , Saha Somnath , Schoenbaum Stephen C. , Richards Regina , Jordan Ayana , Asabor Emmanuella , White Marney A. 
Published: February 2024

Importance

Creating an inclusive and equitable learning environment is a national priority. Nevertheless, data reflecting medical students’ perception of the climate of equity and inclusion are limited.

Objective

To develop and validate an instrument to measure students’ perceptions of the climate of equity and inclusion in medical school using data collected annually by the Association of American Medical Colleges (AAMC).

Design, Setting, and Participants

The Promoting Diversity, Group Inclusion, and Equity tool was developed in 3 stages. A Delphi panel of 9 members identified survey items from preexisting AAMC data sources. Exploratory and confirmatory factor analysis was performed on student responses to AAMC surveys to construct the tool, which underwent rigorous psychometric validation. Participants were undergraduate medical students at Liaison Committee on Medical Education–accredited medical schools in the US who completed the 2015 to 2019 AAMC Year 2 Questionnaire (Y2Q), the administrations of 2016 to 2020 AAMC Graduation Questionnaire (GQ), or both. Data were analyzed from August 2020 to November 2023.

Exposures

Student race and ethnicity, sex, sexual orientation, and socioeconomic status.

Main Outcomes and Measures

Development and psychometric validation of the tool, including construct validity, internal consistency, and criterion validity.

Results

Delphi panel members identified 146 survey items from the Y2Q and GQ reflecting students’ perception of the climate of equity and inclusion, and responses to these survey items were obtained from 54 906 students for the Y2Q cohort (median [IQR] age, 24 [23-26] years; 29 208 [52.75%] were female, 11 389 [20.57%] were Asian, 4089 [7.39%] were multiracial, and 33 373 [60.28%] were White) and 61 998 for the GQ cohort (median [IQR] age, 27 [26-28] years; 30 793 [49.67%] were female, 13 049 [21.05%] were Asian, 4136 [6.67%] were multiracial, and 38 215 [61.64%] were White). Exploratory and confirmatory factor analyses of student responses identified 8 factors for the Y2Q model (faculty role modeling; student empowerment; student fellowship; cultural humility; faculty support for students; fostering a collaborative and safe environment; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation) and 5 factors for the GQ model (faculty role modeling; student empowerment; faculty support for students; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation). Confirmatory factor analysis indicated acceptable model fit (root mean square error of approximation of 0.05 [Y2Q] and 0.06 [GQ] and comparative fit indices of 0.95 [Y2Q] and 0.94 [GQ]). Cronbach α for individual factors demonstrated internal consistency ranging from 0.69 to 0.92 (Y2Q) and 0.76 to 0.95 (GQ).

Conclusions and Relevance

This study found that the new tool is a reliable and psychometrically valid measure of medical students’ perceptions of equity and inclusion in the learning environment.