Changes in LEND trainees’ understanding and application of diversity, equity, inclusion, and justice principles

Abstract

Objectives: To assess changes in trainees’ knowledge and application of Diversity, Equity, Inclusion, and Justice (DEIJ) concepts after participating in a midwestern academic medical center Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program. LEND is a federally funded year-long program training individuals of various disciplines (e.g., speech pathology, family advocacy, psychology) to better support the health of individuals with disabilities. Methods: Trainees (n = 46) answered questions about their knowledge and application of DEIJ topics before and after program participation in 2021–2022 and 2022–2023. Changes in trainees’ responses were examined using paired-samples t-tests. Results: Thirty-six (78%) participants identified as White, 7 (15%) as Black, 2 (4%) as Asian, and 2 (4%) as more than one race. Three (7%) participants identified as Hispanic/Latino. Over the one-year program, trainees’ perceived knowledge increased [t(45) = 5.84, p