Making allyship visible: evaluation of a faculty development DEI curriculum

Jessica Bunin, Jonathan M. Scott, Ryan Landoll, Jessica T. Servey*, Abigail Konopasky*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Undergraduate medical learners from historically marginalized groups face significant barriers, which was made concrete at our institution when a student presented her research indicating that Black students felt unsure about which faculty members to approach. To better support our students, we used Kern’s model for curriculum development and a critical pedagogy approach to create a Faculty Allyship Curriculum (FAC). A total of 790 individuals attended 90 workshops across 16 months and 20 individuals have completed the FAC. A majority of participants reported they felt at least moderately confident in their ability to teach learners who are underrepresented in medicine, mentor learners who are different than they are, and teach allyship topics. An informal content analysis of open-ended responses indicated changes in awareness, attitude, insight, and use of language and being more likely to display advocacy. For others considering creating a similar program, partnering with an existing program allows for rapid implementation and reach to a wide audience. We also recommend: beginning with a coalition of willing learners to quickly build community and culture change; ensuring that the curriculum supports ongoing personal commitment and change for the learners; and supporting facilitators in modeling imperfection and upstanding, ‘calling in’ rather than ‘calling out’ learners.

Original languageEnglish
Article number2241182
JournalMedical Education Online
Issue number1
StatePublished - 2023
Externally publishedYes


  • Diversity
  • allyship
  • curriculum development
  • equity
  • faculty development
  • inclusion
  • justice (DEIJ)


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