199 Evaluation of students’ knowledge and confidence following a student-led diversity teaching intervention on UK medical students: a quasi-experimental study

Aims Representation of different patient demographics within medical school curricula is often poor. Students graduate without an understanding of the interplay between ‘protected characteristics’ and illness, or awareness of how implicit bias impacts healthcare provision at an individual and institutional level. This study investigated the long-term impact of a diversity teaching intervention on reaction, learning and behaviour of new clinical medical students. Methods A 1h30m lecture and small group teaching intervention was designed for over 100 4th year Oxford medical students. Teaching focused on health inequality; reflection on students own’ biases; and strategies in challenging harassment and discrimination. Surveys were distributed immediately post-intervention to assess student satisfaction and after 9 months to assess long-term impact. 5th year students who didn’t receive the intervention acted as control group. Results The surveys received 54 and 73 responses respectively. 90.6% and 88.7% of students reported enjoying the small group teaching and lecture respectively. 94.3% agreed the content was important to their future practice. The 9-month survey indicated that, post-intervention, fourth year students felt more aware of health disparity and the impact of their behaviours on this disparity, compared to control (p<0.05). They reported greater confidence addressing witnessed harassment and discrimination and interacting with diverse patient groups. They also reflected more frequently on their own internal biases. Conclusion This study demonstrates the long-lasting impact on the confidence and behaviour of medical students through integration of focused diversity teaching. This has significant implications for the experience and outcomes of patients and staff from minority demographics, the ultimate beneficiaries. The study also strongly argues for an active role for students in leading change within medical schools and identifying areas for improvement.