[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-449238-105":59,"doc-detail-449238-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","navigating-diversity-through-experience-in-medical-education-ep11-september-3-2025","Navigating diversity through experience in medical education - EP1.1 - September 3, 2025","","The study investigates how an experiential approach to diversity education, embedded in medical education at the University of Antwerp since 2011, shapes student and faculty outcomes. After shifting from knowledge acquisition toward skills and awareness, qualitative research guided focus groups and semi-structured interviews (2017–2021). Results show experiential learning strengthens awareness of diversity, reference frames, and privilege. Applications span communication training, plenary sessions connecting tools with guest speakers, and continuous curriculum adaptation to support inclusion and belonging.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/navigating-diversity-through-experience-in-medical-education-ep11-september-3-2025/449238/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/navigating-diversity-through-experience-in-medical-education-ep11-september-3-2025/449238.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main aim of the diversity education program described in the abstract?","Question",{"text":113,"@type":114},"To implement and evaluate an experiential approach to diversity education, assessing its impact on both students and faculty while aligning with institutional inclusion efforts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the study conducted between 2017 and 2021?",{"text":118,"@type":114},"Using qualitative methods including three focus groups and eight semi-structured student interviews, complemented by faculty discussions within relevant teams.",{"name":120,"@type":111,"acceptedAnswer":121},"What are the key outcomes of experiential learning for diversity education?",{"text":122,"@type":114},"Experiential learning centrally supports awareness of diversity, reference frames, and privilege, enhancing students’ competence and contributing to a more inclusive academic environment.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},449238,1790825438,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":81,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","2nd World Congress on Migration, Ethnicity, Race & Health Abstract Book vi113  \nAbstract citation ID: ckaf180 .310  \n356 Navigating diversity through experience in medical education  \nLiesbeth Verpooten1, Winny Ang1, Katrien Bombeke1  \n1University of Antwerp, Antwerp, Belgium  \nEP1.1, e-Poster Terminal 1, September 3, 2025, 10:35-11:00  \nAims: Since 2011, diversity education has been a core component of the curriculum at the Faculty of Medicine and Health Sciences (University of Antwerp) . Initially focused on knowledge acquisition, the program has evolved to emphasize skills development and awareness-building. An effective diversity curriculum requires alignment with broader university efforts on inclusion and belonging. This study explores the implementation of an experiential approach to diversity education and its impact on students and faculty. Methods: To address the challenges of diversity education, an experiential learning methodology was adopted, informed by literature and ongoing PhD research based on qualitative research. Between 2017 and 2021, three focus groups and eight semi-structured student interviews provided insights into the curriculum’s impact, complemented by faculty discussions within the communication team and the Diversity Working Group.  \nResults: Findings highlight that while knowledge and skills are critical, experiential learning plays a central role in fostering awareness of diversity, reference frames, and privilege.  \nThe results are applied across three key curriculum components: (1) communication training, where first-year students engage with structured visual reflection tools such as the kaleidoscope, iceberg, and communication compass; (2) plenary sessions, where these tools bridge theory and practice with guest speakers and experts with lived experience; and (3) curriculum development, which involves continuous adaptation based on student and faculty feedback to create a supportive and inclusive learning environment. Conclusions: Experiential learning enhances students’ competence in addressing diversity and contributes to a more inclusive academic environment. To be truly effective, diversity education must be embedded within both skills training and theoretical coursework while also aligning with broader institutional efforts on inclusion. By fostering awareness through structured reflection and lived experiences, this approach strengthens students’ ability to navigate diverse clinical and societal contexts.  \n1  \n,","cbCaiiVnhhHxgLH4","https://ap.wps.com/l/cbCaiiVnhhHxgLH4","pdf",50275,"English","# Aims\n# Methods\n# Results\n# Application in curriculum components\n# Conclusions","[{\"question\":\"What is the main aim of the diversity education program described in the abstract?\",\"answer\":\"To implement and evaluate an experiential approach to diversity education, assessing its impact on both students and faculty while aligning with institutional inclusion efforts.\"},{\"question\":\"How was the study conducted between 2017 and 2021?\",\"answer\":\"Using qualitative methods including three focus groups and eight semi-structured student interviews, complemented by faculty discussions within relevant teams.\"},{\"question\":\"What are the key outcomes of experiential learning for diversity education?\",\"answer\":\"Experiential learning centrally supports awareness of diversity, reference frames, and privilege, enhancing students’ competence and contributing to a more inclusive academic environment.\"}]","Navigating diversity through experience in medical education - EP1.1 - September 3, 2025 | PDF",1790729588]