An Analysis of DEI Preparation in Health Science Programs for Future Healthcare Providers

Authors

• Michael Holik, West Chester University of PennsylvaniaFollow
• Scott Heinerichs, West Chester University of PennsylvaniaFollow

Abstract

Purpose: Research has indicated patients have better outcomes when their healthcare providers are comprehensively trained in diversity, equity, and inclusion (DEI) related areas during their academic preparation. By understanding students’ perceptions of the DEI education, they receive and knowing how that training may impact future patient interactions, educators can allow educational programs to prepare health science students better. This study aimed to garner and examine the perceptions health science students have on the DEI education they receive as undergraduate and/or graduate students in a regional public comprehensive university. Methods: Upon approval of research from the Institutional Review Board, 2,700 health science students and alumni from a regional public comprehensive institution were invited to participate in a 10-question survey. The conceptual framework that guided this research was Universal Design for Learning (UDL). UDL was appropriate for this study because it is commonly used in higher education to explore and analyze the inclusivity of teaching and learning strategies. UDL includes three main principles.¹³ The three principles include providing multiple strategies to share information with students, allowing students to express and articulate their thoughts and concerns freely, and finding out how students best engage with the content being taught. What is often explained as defining what, how, and why of a concept. Since this study pertained to student perceptions of inclusive learning and the foundation of UDL is built on the presence of inclusive teaching and learning strategies, UDL was a perfect design. Results: 183 current health science students or alumni consented and participated in this study. Approximately 38% of participants did not recognize the value and role learning DEI during their academic training would have on their future careers as a health science practitioner. Only about 40% of participants reported that DEI training would help them better identify biases and reduce or eliminate them to provide better patient, client, or customer care in their future careers. There was notable room for improvement in the amount of DEI training students were receiving and in helping them understand the value and role DEI will play in their future careers as a health science professional. Conclusions: With the level of diverse populations steadily increasing, there is a greater need for health science practitioners to be more comprehensively trained in topics related to DEI. This study revealed the value health science students find in learning about DEI during their undergraduate and graduate academic programs. Additionally, data findings support the need for more lessons in DEI and inclusive, equitable learning environments. Educators need to create and guarantee the appropriate DEI learning spaces and then teach the lessons necessary to provide better patient, client, or customer care as future health science practitioners.

Author Bio(s)

Michael T. Holik, Ed.D, is an Associate Professor, Department of Nutrition in the College of Health Sciences at West Chester University of Pennsylvania.

Scott Heinerichs, Ed.D, AT, is the Dean of the College of Health Sciences at West Chester University of Pennsylvania. He is also a licensed Athletic Trainer.

Recommended Citation

Holik M, Heinerichs S. An Analysis of DEI Preparation in Health Science Programs for Future Healthcare Providers. The Internet Journal of Allied Health Sciences and Practice. 2026 Jun 01;24(2), Article 16.