Building inclusive rehabilitation education: A scoping review protocol on EDI approaches and impact

TL;DR

This paper outlines a scoping review protocol to explore how equity, diversity, and inclusion interventions are being used in rehabilitation education to improve cultural competence and reduce healthcare disparities.

Contribution

The study introduces a systematic approach to map EDI interventions in rehabilitation education and their impact on learners and professional outcomes.

Findings

The review will identify the scope and methods of EDI interventions in rehabilitation education.

It will chart the impact of these interventions on cultural competence and professional attitudes.

Findings will guide the development of evidence-based EDI strategies in healthcare education.

Abstract

Equity, diversity, and inclusion (EDI) interventions are critical in fostering accessible and supportive educational environments in rehabilitation professions such as physiotherapy, occupational therapy, and speech-language pathology. These interventions promote cultural competence and reduce systemic inequities, enabling rehabilitation providers to address healthcare disparities and meet the diverse needs of patient populations. Despite increasing awareness, the scope, implementation, and impact of EDI interventions in rehabilitation education remain underexplored.

This scoping review aims to map the existing literature on EDI interventions in rehabilitation education, focusing on methods, strategies, and their impact on learners’ outcomes, including cultural competence, professional practice, and attitudes toward diversity.

The review follows the Joanna Briggs Institute methodology and PRISMA-Scr guidelines. Studies involving healthcare students and educators in rehabilitation disciplines are eligible. The concept includes EDI-focused interventions, such as curricular reforms, diversity training, and inclusive teaching practices. Eligible contexts include academic and healthcare settings. A comprehensive search strategy will be applied across databases including MEDLINE, EMBASE, and CINAHL, supplemented by grey literature searches. Inclusion criteria follow the Population, Concept, and Context (PCC) framework.

This review will chart interventions, their educational context, and their outcomes. Key data to be extracted include study design, intervention details, and learner outcomes, emphasizing cultural competence and attitudes.

Findings will provide a consolidated framework for developing evidence-based EDI interventions in rehabilitation education, addressing gaps in preparing a workforce capable of delivering equitable care in diverse contexts. Recommendations will guide future research and practice, advancing inclusivity and equity in rehabilitation education.