Inclusive Initiatives in Health Professions Education : A Journal‐Led Peer Reviewer Development Initiative

Quaye, Benedicta and Kannegiesser‐Bailey, Maddie and McLaughlin, Julia and Barrett, Aileen (2026) Inclusive Initiatives in Health Professions Education : A Journal‐Led Peer Reviewer Development Initiative. The Clinical Teacher, 23 (4): e70379.

Text (tct.70379.pdf)
tct.70379.pdf - Published Version
Available under License Creative Commons Attribution-NonCommercial-NoDerivs.
Download (415kB)

Abstract

Equity, diversity and inclusion (EDI) in health professions education (HPE) and capacity-building is not new. In this context, capacity-building refers to strengthening individual, institutional and systemic capabilities for equitable educational practice, while EDI in HPE addresses structural inequities, representation and inclusive learning environments. Building initiatives that develop skills in HPE is challenging, particularly when aiming to promote equity, diversity, and inclusion (EDI). The New Voices programme addresses this by intentionally recruiting participants from diverse backgrounds and providing support structures that enable equitable participation regardless of experience, location or personal circumstances. In this Viewpoint, we aim to share our experiences of one such capacity-building initiative, the New Voices award. Drawing on our perspective and experiences, we aim to share how such initiatives can be replicated and sustained for long-term impact.