{'fraction_non_alphanumeric': 0.04553903345724907, 'fraction_numerical': 0.0, 'mean_word_length': 5.773584905660377, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Equity, diversity, and inclusion in courses

As health professions education (HPE) professors, we recognise the importance of equity (appropriate access and opportunity), diversity (the presence of difference), and inclusion (difference valued, engaged, and welcomed) in our teaching. We try to infuse equity, diversity, and inclusion (EDI), three distinct concepts that interact with each other, into courses. These courses, targeting educators (e.g., program directors and preceptors) and aspiring educators (e.g., residents, fellows, and clinicians), focus on developing competencies in curricula development, teaching, assessment, program evaluation, and educational research. By infusing EDI into courses, we can challenge deep-seated unjust structures and practices and build a community of colleagues and students committed to self-awareness, learning, and actions that promote EDI. We also hope that the educators and aspiring educators we teach will embed and commit to EDI in their educational practices and influence actions among their current and future trainees.