Good Trouble: Activating Measurable Diversity, Equity, Inclusion, and Justice (DEIJ) Values in Graduate Health Professions Curricula

Congressman John Lewis advocated for getting into “Good Trouble,” identifying inequities and actively challenging systems of oppression, in all facets of public life. One such way is by pushing against historic structures of inequity that perpetuate oppression, such as is often the case in education. We argue that faculty must address issues of diversity, equity, inclusion, and justice (DEIJ) in their programs to effect sustainable, long-term change. Achieving greater DEIJ in graduate training requires active integration of these competencies in all aspects of education. In this chapter, we provide tools to faculty members seeking to scaffold their learning activities, so that graduates exit training as responsible advocates for change in their professional sphere. We also present practical tips for integrating DEIJ principles across learning opportunities in graduate education with resources and recommendations grounded in both scholarly research and practical application. At the end of this chapter, readers will be able to: Identify how bias may present in graduate training Differentiate between values of diversity, equity, inclusion, and justice Discuss challenges related to teaching DEIJ values in graduate programs Apply a rubric to assess and improve their own course material.