Page 73 - JRCERT Update Articles

JRCERT Update

Equity and Inclusion in Medical Imaging

and Radiation Therapy Education

Tracy Herrmann, PhD, R.T.(R)
Jason Stephenson, MD

ealth care institutions and the programs that education models, such as those that consider the com-
educate health care practitioners have long plexities organizations face, are necessary.
sought ways to increase acceptance from and
Hengagement with members of their communi- Equity and Inclusion
ties. The ultimate goals are to increase the quality of Equity is fairness and impartiality, not equality.
patient care and improve health care outcomes. In However, equity is creating circumstances that allow for
health care and higher education, an inclusive commu- equal opportunity. Providing equity in processes and
nity has evolved from a framework of diversity to one of policies is key to supporting students and health care
equity and inclusion. professionals who care for diverse patient populations.
Diversity emphasizes recognizing the uniqueness In medical imaging and radiation therapy education,
among people, and many health care organizations have the programmatic accreditation standards address the
made efforts to hire those who represent many back- equitable application of policies and procedures. The
grounds. These efforts have helped facilitate greater Joint Review Committee on Education in Radiologic
engagement from patients and students from similar Technology 2014 Standards for an Accredited
backgrounds, as well as shift the attitudes of major- Educational Program assert that programs demonstrate
ity members of communities to regard the needs of integrity in the “pursuit of fair and equitable academic
diverse populations. practices.” Standard One, Objective 1.1, states :
3
3
In 2003, Gardenswartz and Rowe presented 4 layers
of diversity. The innermost layer is the individual per- The sponsoring institution and program provide
1
sonality, a trait that belongs to each person. The second students, faculty, and the public with policies,
procedures, and relevant information. Policies and
layer includes internal dimensions such as age, gender,
race, ethnicity, physical ability, and sexual orientation. procedures must be fair, equitably applied, and
readily available.
The third layer consists of external dimensions such as
work experience, education, and religion. The outer- These statements codify the need for sponsoring institu-
most layer is related to organizational dimensions of a tions, program leaders, and faculty to pursue equitable
work-based team. These layers demonstrate the unique- access, actions, and education for potential and enrolled
ness of individuals and also improve understanding of students in an accredited educational program.
how vulnerabilities and ecologies can lead to negative Inclusion—the way people relate across differ-
outcomes for patients. ences to embrace diversity—requires an openness
In 2013, the Centers for Disease Control and to diversity, ability to see diversity as a positive addi-
Prevention published a report addressing health dispari- tion to a working team or learning environment, and
ties and racial, ethnic, geographic, and socioeconomic creation of a belonging and engaging environment.
factors, and in 2018 celebrated 30 years of efforts dedi- In higher education, researchers have investigated
cated to improving health equity. The persistence of inclusion as it relates to students’ sense of belonging.
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4,5
health disparities—despite efforts to promote diver- Students’ sense of belonging means feeling connected
sity—suggests that more sophisticated health care and and accepted and having social support and personal

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Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2020. All rights reserved.