Examining health equity in resident teaching: a qualitative analysis of a family medicine residency program’s teaching material

Abstract

Background: Family Medicine (FM) residency training should include teaching on Indigeneity, Equity, Diversity, Inclusivity, Anti-racism and Accessibility (I-EDIAA). Although lecture-style teaching sessions are a core component of residency training, little is known about how these sessions integrate principles of I-EDIAA. This research aims to explore how lecture teaching materials in a first year FM Residency Program integrate I-EDIAA.

Methods: A qualitative descriptive study design was used. Data was collected from content of lecture teaching sessions for first-year residents at Queen’s Department of FM Kingston and the Thousand Islands site for the 2023/2024 academic year. A content and thematic analysis was completed based on an equity style guide.

Results: The sample included 54 lectures. 48 (89%) incorporated at least one key equity topic. Four themes emerged: 1) Diverse case representation, 2) Preferred language and terminology, 3) Identities as risk factors for health outcomes, and 4) Impact of identity on approach to clinical scenarios.

Discussion: These findings highlight strengths in incorporating I-EDIAA in FM training, including diverse case representation and appropriate terminology. Areas for improvement are further inclusion of health equity considerations, in particular for Indigenous Peoples, and elucidation of structural factors relating to health equity and adverse health outcomes.