Call for papers - Diversity, equity, and inclusion in medical education

Guest Editors

Gerald Kayingo, PhD, MBA, PA-C, DFAAPA, University of Maryland, USA
Ashok Kumbamu, PhD, Mayo Clinic, USA
Russyan Mark Mabeza, MD, MPH, University of California, San Francisco, USA

Submission Status: Open | Submission Deadline: 14 November 2025

BMC Medical Education is calling for papers to a Collection entitled Diversity, equity, and inclusion in medical education. By highlighting innovative strategies, best practices, and curricular reforms that enhance DEI principles, this Collection aims to foster an educational environment that prepares future healthcare professionals to provide equitable and culturally competent care to diverse populations.

New Content Item This Collection supports and amplifies research related to SDG 10: Reduced Inequalities

Submit to Collection

Meet the Guest Editors

Back to top

Gerald Kayingo, PhD, MBA, PA-C, DFAAPA, University of Maryland, USA

Professor Gerald Kayingo is an academic, clinician, researcher, and health care executive. His research interests relate to health professions education, health systems science, and workforce development. He completed his postdoctoral education at Yale University School of Medicine, and his MBA at the University of Illinois Urbana-Champaign. He has served as a trustee for various organizations and editorial boards including JPAE, BMC Medical Education, BMC Health Services Research, and as a consulting editor of PA Clinics. He is a fellow of prestigious Uganda National Academy of Sciences. Kayingo has co-authored numerous books and manuscripts and has received several academic and research awards.

Ashok Kumbamu, PhD, Mayo Clinic, USA

Dr Ashok Kumbamu is an Assistant Professor of Biomedical Ethics at the Mayo Clinic, holding a PhD in Sociology and postdoctoral training in public health from the University of Alberta. His 13-year career at Mayo Clinic encompasses research in the sociology of health and medicine, medical education, bioethics, and diversity, equity, inclusion and belonging (DEIB). Dr Kumbamu has published extensively in peer-reviewed journals and is an Associate Editor for the Health Communication journal. His research experience in various socio-political and cultural contexts, including India, the Netherlands, Singapore, Canada, Sweden, and the United States, has fostered his cultural sensitivity and openness to diverse perspectives.

Russyan Mark Mabeza, MD, MPH, University of California, San Francisco, USA

Russyan Mark Mabeza, MD, MPH, is a General Surgery resident at UCSF with a focus on antiracist medical education, health equity, and surgical outcomes. Born in Olongapo City, Philippines, he experienced health disparities firsthand, which shaped his commitment to addressing systemic inequities in healthcare. His research explores structural drivers of health and justice-oriented approaches in clinical practice. He has also led the development of antiracist curricula based on critical race theory, abolition, and decolonization. He is dedicated to advancing antiracist transformation in medicine through culturally responsive care, structurally humble advocacy, and humanism-centered scholarship.

About the Collection

BMC Medical Education is calling for papers to a Collection entitled Diversity, equity, and inclusion in medical education.

The landscape of medical education is evolving, with an increasing recognition of the necessity for diversity, equity, and inclusion (DEI) within training programs. Historically, medical education has struggled with representation and accessibility, often leaving marginalized groups underrepresented in both the curriculum and the student body. The integration of DEI principles aims to create a more inclusive learning environment that respects and values diverse perspectives, ultimately enhancing the quality of healthcare education and practice. By exploring strategies to recruit, retain, and support diverse student populations, medical education can better reflect the communities it serves.

Emphasizing DEI in medical education is vital for fostering a healthcare workforce that can address health disparities and provide culturally competent care. Recent advancements, such as the implementation of holistic admissions processes and mentorship programs for underrepresented minorities, have shown promise in enhancing diversity within medical schools. Furthermore, research has highlighted the positive impact of inclusive curricula on student engagement and learning outcomes. Ultimately, sustained efforts in this area can cultivate an educational environment that champions equity and prepares future healthcare leaders to address the multifaceted challenges of modern healthcare. The Collection seeks to explore topics including, but not limited to:

- Strategies for holistic admissions in medical schools

- The role of mentorship in supporting underrepresented minorities

- Culturally competent curricula and student engagement

- Institutional policies promoting equity in medical education

This Collection supports and amplifies research related to SDG 10: Reduced Inequalities.

All manuscripts submitted to this journal, including those submitted to collections and special issues, are assessed in line with our editorial policies and the journal’s peer review process. Reviewers and editors are required to declare competing interests and can be excluded from the peer review process if a competing interest exists.

There are currently no articles in this collection.

Submission Guidelines

Back to top

This Collection welcomes submission of original Research Articles. Should you wish to submit a different article type, please read our submission guidelines to confirm that type is accepted by the journal. Articles for this Collection should be submitted via our submission system, Snapp. During the submission process you will be asked whether you are submitting to a Collection, please select "Diversity, equity, and inclusion in medical education" from the dropdown menu.

All manuscripts submitted to this journal, including those submitted to collections and special issues, are assessed in line with our editorial policies and the journal’s peer review process. Reviewers and editors are required to declare competing interests and can be excluded from the peer review process if a competing interest exists.