Presentation Notes

Peer reviewed poster presentation at the Annual Education Conference (AEC) of the Accreditation Council for Graduate Medical Education; Nashville, TN; February 24-25, 2023.


Background: Recent literature emphases that Diversity, Equity, & Inclusion (DE&I) efforts be data driven and transparent, often in dashboard format, to support the ability of GME programs and sponsoring institutions (SI) to clearly identify progress and concerns longitudinally. DE&I efforts have been a long-term focus in our GME programs and SI and are now further delineated in the ACGME's Common Program Requirements scheduled to take effect July 1, 2023. However, DE&I data sources may be limited, challenging to collect and/or in variable formats from multiple sources making it difficult to capture a longitudinal view of our efforts by program/SI.

Objectives: To address the need for a longitudinal GME/SI DE&I data dashboard, we identified existing data sources and developed new DE&I data sources then created a DE&I dashboard with cross-cutting elements and associated evidence across individual programs and the SIs.

Methods: To develop the dashboard, we reviewed our existing available data sources. We already had data available from two sources: the ACGME Annual Faculty and Residents surveys and data collected during the recruitment progression (apply, screen, invite, match). Our GMEC Program Accreditation subcommittee developed common internal DE&I items that we added to common GMEC required evaluations sent by all programs and added a standard item for the Annual Program Evaluation (APE). To examine competency, the subcommittee approved a DE&I structural fluency milestone that was added to the required faculty assessments of residents. The data from these various sources was then compiled into an excel dashboard and posted in MedHub to make the DE&I data set accessible and transparent to all programs and the SI. Excel was selected to allow all users to add additional dashboard elements unique to their programs and to create charts and graphs without any additional training.

Results: A single item was added to each of the four evaluations completed by resident/ fellows: 1) Program Exit Survey; 2) Clinical Teaching Evaluation; 3) Evaluation of formal teaching sessions; and 4) End of Rotation Evaluation. Note: A common item was developed/modified as needed to fit each evaluation form ("Climate Promoted Equity, Diversity & Inclusion: All learners were included & treated with respect; diversity was explicitly valued, implicit biases were acknowledged, and mitigation strategies deliberated."). The dashboard currently includes nine DE&I elements abstracted annually: internal evaluations (4); milestone rating (1); ACGME faculty & resident survey (2); APE (1); and recruitment progression from application to match (1). Users are able to drill up (SI) or down to program level data by data element. Dashboard stakeholders include programs and their program evaluation committees (PEC), GMEC and its various subcommittees and Academic Affairs and system leaders.

Significance: Creating a DE&I dashboard with multiple elements from varied sources allows for easy data review. It's transparency and accessibility allows the PDs, DIO and other staff to identify strengths and flag areas for further investigation /action which in turn improves engagement leading to an increase in response rate and increase in valuable data and feedback collected.


Ellinas H, Trimm F, Kountz D, Bienstock J. Implementing Systematic Culture Change to Improve Diversity in Graduate Medical Education. J of Grad Med Educ. 2022 Apr;14(2):235-6.

Simpson D, Bidwell J, La Fratta T, Agard K. Using a Milestone Framework for Assessing Resident, Fellow, and Faculty Competence in Diversity, Equity, and Inclusion. J Grad Med Educ. 2022 Jun;14(3):342-3.

Youmans QR, Maldonado M, Essien UR, Lupton K. Building Inclusion and Belonging in Training Environments. J Grad Med Educ. 2022 Jun;14(3):333-4.






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