The purpose of this study was to increase student exposure to diverse patients using patient ID cards in problem-based learning (PBL) at Case Western Reserve University (CWRU). The pre-clerkship curriculum capitalizes on facilitated small-group, case-based discussions to promote inquiry and learning of the foundational sciences. Quantitative and qualitative results supported a finding of added value to case-discussions and the humanization of case-patients. The inclusion of the patient ID cards resulted in most students indicating that it helped them learn about and prepare to care for their future population of diverse patients. The patient ID cards will allow us to develop specific learning objectives about the demographics to increase learning about diverse patient care.
Supplementary information: The online version contains supplementary material available at 10.1007/s40670-022-01648-0.
Keywords: Diversity; LGBTQ +; Medical school curriculum; PBL.
© The Author(s) under exclusive licence to International Association of Medical Science Educators 2022.