Participants agreed the Equity Coach program helped increase DEI awareness and knowledge, including terminology and context, and the ability to lead or participate in discussions. Coaches were appreciative of the opportunity to share perspectives with others. They also shared the following outcomes: 

• Many coaches found having both quantitative and qualitative data helpful to “back up what you’re saying.”  

• Coaches also learned to listen to students to get a better understanding of their situations, and “not jump to conclusions.”

• A coach shared that the program” boosted her confidence.” It is “good to see others across the state who care about this.”

• Coaches gained “interpersonal skills to have conversations” and the “clout” to meet with senior administrators, participate in discussions, and bring the need for these activities to their attention.  

• An Equity Coach from Cohort 2 integrated DEI into the classroom. They provided students with literature and case studies and led small group exercises about healthcare disparities for different populations. The class discussed how to respond in situations and cultural norms to be aware of. The students appreciated learning about different backgrounds and perspectives, and discussions broadened the definition of diversity beyond just race/ethnicity but also to consider individuals’ socioeconomic status, disabilities, nationalities, religions, and cultures.

  • This coach created a “family feel” in the classroom and the program by providing Individual attention and support to students. The students shared they “support each other.” The coach also led conversations with students in her program about current events, even when she was not their instructor. She provided her own personal examples of where she was successful in considering individual backgrounds in practice, but also where she did not understand patients’ cultures and could have done better. The students in this program regularly discuss DEI topics and believe the knowledge they gained will help them be better practitioners. They also use the lessons learned in their personal lives.

  • One of the students who graduated is currently exploring the possibility of conducting research or advocacy to help alleviate healthcare barriers for people of color. This interest stemmed from discussions in class about current events. The students learned a great deal from these courageous conversations and believe this embedded curriculum should be mandatory for all students on campus, especially those entering healthcare careers. As one student pointed out, DEI could be required content like domestic violence awareness, or its own courses, like ethics or women's studies.

• Another Equity Coach from Cohort 2 started a voluntary DEI book club that had 4 cohorts with 36 total participants of various staff and faculty roles, each with a volunteer lead. The groups read Glenn Singleton’s Courageous Conversations, and they established themselves from the outset as safe spaces for dialogue, “judgment-free zones,” so everyone felt comfortable asking questions and sharing experiences. They followed the principle set forth by the book that “when people tell you their stories, believe them” and this helped them be respectful of others’ perspectives.

  • After meeting a few times, book club members started asking what they can do to address DEI on campus. They met about next steps after the clubs ended, and documented recommendations in a letter to administrators, including the need for a full-time DEI position to help recruit, hire, and retain more diverse faculty. The book groups also discussed how they can have courageous conversations in class and the need to view students as individuals, make them feel more welcome, and make them aware of their rights on campus. Faculty in the group helped staff understand students’ life burdens. Since completing the program, the Equity Coach has taken on additional DEI responsibilities, such as advocating for the campus DEI team.