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DEI RESOURCE FOR APPROVED PROVIDERS Contact Us (402) 559-0091 BOCATC.org BOC@bocatc.org The DEI Resource for BOC Approved Providers is designed to equip those creating continuing education content with effective strategies for fostering diversity, equity and inclusion (DEI) within their programs and ultimately within patient care. This multi-faceted resource offers a dynamic list of practical tools for not only educating Athletic Trainers (ATs) and health care providers on DEI matters but also for approaching all education with universal design and cultural competence.BOC Approved Providers Style Guide The BOC Approved Provider Style Guide provides DEI-aligned language conventions for creating continuing education content that fosters an inclusive and equitable learning environment. By acknowledging and respecting the diverse backgrounds, experiences and perspectives of all learners, as well as the patients they serve, providers enhance learning outcomes. 1. Programs must be written to be fair and sensitive to differences in sex, gender, race/ ethnicity, socioeconomic background and religious beliefs of patients. The BOC Approved Provider will strive to balance these cultural differences by the inclusion of all appropriate groups within program development. 2. When creating educational content, program faculty should be vigilant about producing work that is fair – avoiding bias and stereotyping. Bias and stereotyping are two different concepts. • Bias: No program should have characteristics that result in differential performance for individuals of the same ability but from different race/ethnicity, sex, gender, socioeconomic backgrounds, cultural or religious groups. Programs should avoid characteristics that may cause bias against individuals with disabilities. • Stereotyping: Programs should be free of material that may be offensive, demeaning or emotionally charged. The presence of such material may cause the participant to become “turned off” or emotional and result in lowered engagement. 3. When writing content, incorporate these recommendations: • Use World Health Organization disablement terminology (i.e., person-first terminology). • Avoid “suffering from” and use “presenting with” or “a person with,” etc., instead. PAGE 2 This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information.BOC Approved Providers Style Guide • Refer to racial or ethnic groups, age and gender only if pertinent to the content (e.g., a condition associated with a particular group or a cultural competence item). An exception may be made to increase realism, provided that no stereotyping or bias occurs in the question. • Do not use redness or other terms that describe skin color that is not applicable to all skin tones; where possible, use terms like erythema, pallor, pale or ashen instead of redness, and use ecchymosis instead of white or black and blue, etc. • Use “they”, “them” or “their” unless the situation requires a specific sex; avoid gender-specific pronouns. • When the context of a situation is specific to an individual, either “parent” or “guardian” should be used to avoid the assumption of a two-parent family with mother and father; when the context is general, such as a health history form, use “parent(s)/guardian(s). • Regarding conveying information to clients/patients and their families, avoid the use of “share with” and instead use collaborative terms such as “discuss with,” “provide to,” etc. • Be mindful of sport-related stereotypes (e.g., the predominance of African American athletes in basketball, track and football). • Be mindful of underrepresented or marginalized groups and other dimensions of diversity in the item writing and review processes. PAGE 3 Continued This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information.Person First Language Person First language is a respectful communication approach that emphasizes the individual before their condition or disability, by placing the person first in descriptions. It describes what the person “has” rather than what the person “is.” Person First language avoids using labels or adjectives to define someone, e.g., a person with diabetes not a diabetic; or a person with cancer, not cancer patient. PAGE 4 Person First Resources Centers for Disease Control and Prevention. (n.d.). Gateway to Health Communication. https://www.cdc.gov/healthcommunication National Institutes of Health. (n.d.). NIH Style Guide. https://www.nih.gov/nih-style-guide This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information. Photo courtesy of Guidotti, Rick. (2024). Max. FRAME (Faces Redefining the Art of Medical Education) Library, Positive Exposure. https://positiveexposure.org/frame/ cerebral-palsy/#iLightbox[gallery_image_1]/3Patient Representation In health sciences education, much work must occur to portray patients and individuals in a positive and humanistic light, especially those with genetic differences and disabilities. Employing resources like Positive Exposure presents a paradigm-shifting method for patient representation. By showcasing the beauty and diversity of the human experience through imagery and narratives, Positive Exposure not only challenges societal stigmas but also fosters empathy, understanding and respect within health care education and patient care. Elevating these portrayals and seeking to portray patients with positivity promotes a culture of inclusivity and appreciation for the unique qualities of everyone. PAGE 5 Patient Representation Resources Positive Exposure. (n.d.). Positive Exposure: Promoting a more inclusive world through photography, film, and educational programs. https://positiveexposure.org/ *Refer to website instructions for ethical use of content and contact Positive Exposure Productions, Inc. to inquire about copyright permissions. This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information. Photo courtesy of Guidotti, Rick. (2024). Amputation -Prostetics. Images Gallery, Positive Exposure. https://positiveexposure.org/album/amputation-and- prosthetics/#iLightbox[gallery_image_1]/1Patient Voice The concept of “patient voice” involves incorporating patient perspectives and experiences into approved provider programming through patient(s) serving as a co-presenter(s). This approach highlights diverse patient populations, including minorities and individuals with disabilities. By using patient narratives, providers can enhance health care professionals’ understanding, empathy, and cultural competence, while eliminating stereotypes and biases. Patient voice grounds educational content to real-world patient experiences, reinforcing evidence-based practices (which include the patient’s values and perspectives) to inform and improve clinical practice. PAGE 6 Patient Voice Resources Accreditation Council for Continuing Medical Education. (2017, August 28). Criterion 24: Engaging patients in CME. https://www.accme.org/resources/video-resources/ accreditation-commendation/engaging-patients-cme Chu, L. F., Utengen, A., Kadry, B., Kucharski, S. E., Campos, H., Crockett, J., Dawson, N., & Clauson, K. A. (2016). “Nothing about us without us”-patient partnership in medical conferences. BMJ (Clinical research ed.), 354, i3883. https://doi.org/10.1136/ bmj.i3883 https://pubmed.ncbi.nlm.nih.gov/27628427/ This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information. Photo courtesy of Guidotti, Rick. (2024). Amputation -Prostetics (5). Images Gallery, Positive Exposure. https://positiveexposure.org/album/amputation-and- prosthetics/#iLightbox[gallery_image_1]/4PAGE 7 Patient Voice Resources Jha, V., Quinton, N. D., Bekker, H. L., & Roberts, T. E. (2009). Strategies and interventions for the involvement of real patients in medical education: a systematic review. Medical education, 43(1), 10–20. https://doi.org/10.1111/j.1365- 2923.2008.03244.x https://pubmed.ncbi.nlm.nih.gov/19140994/ Reilley, J., Pflueger, D., Huber, C. (2024). A typology of evaluative health platforms: commercial interests and their implications for patient voice, Social Science & Medicine. https://pubmed.ncbi.nlm.nih.gov/38728978/ Stretton, B., Bacchi, S., & Thomas, J. (2023). A scoping review of patient-led teaching of health professions students. Internal medicine journal, 53(4), 629–634. https://doi. org/10.1111/imj.16066 https://pubmed.ncbi.nlm.nih.gov/37186360/ Towle, A., & Godolphin, W. (2015). Patients as teachers: promoting their authentic and autonomous voices. The clinical teacher, 12(3), 149–154. https://doi.org/10.1111/ tct.12400 https://pubmed.ncbi.nlm.nih.gov/26009947/ Wald H. S. (2018). Hearing the Patient Voice: Patients as Educators in Medical Education. Academic medicine : journal of the Association of American Medical Colleges, 93(10), 1421. https://doi.org/10.1097/ACM.0000000000002360 https://pubmed.ncbi.nlm.nih.gov/30252734/ Continued This resource (approved by the IDEAS Committee) empowers APs with effective tools and recommendations for fostering DEI within AP programming and patient care. Visit the BOC website for more information.Next >