Using an Adaptive Listening Tour and Survey to Promote Faculty Reflection on Diversity, Equity, and Inclusion (DEI) in the Pre-clinical Undergraduate Medical Curriculum.

Descriptive studies regarding how to integrate diversity, equity, and inclusion (DEI) into medical education are lacking. We utilized the AAMC's Key Steps for Assessing Institutional Culture and Climate framework to evaluate our current curriculum via listening tours (n = 34 participants) and a survey of the 10 pre-clinical block directors, to better understand the opportunities and challenges of improving DEI in the pre-clinical curriculum. Opportunities included diversifying cases and standardized patients, enhancing information on systemic racism and social determinants of health, and increasing racial humility and population genetics/epigenetics training. Faculty had issues with "correct ways" to incorporate DEI and time constraints. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01924-7.

#Curbsiding: Potential Value and Patient Confidentiality Implications of Infectious Disease Clinician Peer Consultations via Social Media.

Background: Infectious Disease (ID) clinician's social media use for peer consultation is unstudied. Methods: We reviewed ID peer consultation via Twitter over a 6-week period. Results: We found this practice frequently solicited meaningful replies, but we identified potential for confidentiality breaches. Conclusions: We offer recommendations for responsible discussion of clinical scenarios via social media.