Development and Implementation of Equitable and Inclusive Teaching Practices in Pharmacology [ASPET 2023 Annual Meeting Abstract - Pharmacology Education]

Abstract ID 16603

Poster Board 598

In biomedical research, there exists a demographic gap in success from individuals from diverse backgrounds. Policy changes are currently being implemented in an effort to support diversity and create an environment of inclusion for students and trainees from historically underrepresented groups. Evidence shows that inclusive and equitable teaching practices positively inspire success in science educational areas and positively impacts career success. Faculty serve a critical role and have a responsibility to serve as examples of change in science learning environments. Trainees have the ability to provide valuable input to shape their learning environment. Through trainee interviews, a problem was identified that there was a gap in the learning environment. Educating trainees in professional and career development was lacking. Upon receiving this feedback, the objective as educators and mentors was to improve equity and inclusion for trainees by providing them with stage appropriate tools for professional development. This presentation aims to provide an overview of practices that were implemented to create a culture of mutual respect and inclusion to support pharmacology and toxicology graduate program trainee development and success. The implementation of these practices was based on the diversity of the trainee population, trainee feedback, areas of need identified by department leadership, and input from the faculty. The approach used was to implement workshops into the curriculum that directly addressed professionalism and career development. The goal of these strategies is to create a set of teaching practices that focuses on diversity, equity, and inclusive practices that foster scientific learning and post-graduate career success. Moving forward, data obtained from these studies will be used to intentionally design curriculum, improve mentoring quality, and cultivate equity-based tools to reach diverse groups of trainees to promote success through inclusion. The opportunity to address this gap has resulted in an observational hypothesis building study aimed to improve education for biomedical trainee outcomes.

Copyright © 2023 by The American Society for Pharmacology and Experimental Therapeutics

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