356 Navigating diversity through experience in medical education

EP1.1, e-Poster Terminal 1, September 3, 2025, 10:35 - 11:00 Aims Since 2011, diversity education has been a core component of the curriculum at the Faculty of Medicine and Health Sciences (University of Antwerp). Initially focused on knowledge acquisition, the program has evolved to emphasize skills development and awareness-building. An effective diversity curriculum requires alignment with broader university efforts on inclusion and belonging. This study explores the implementation of an experiential approach to diversity education and its impact on students and faculty. Methods To address the challenges of diversity education, an experiential learning methodology was adopted, informed by literature and ongoing PhD research based on qualitative research. Between 2017 and 2021, three focus groups and eight semi-structured student interviews provided insights into the curriculum’s impact, complemented by faculty discussions within the communication team and the Diversity Working Group. Results Findings highlight that while knowledge and skills are critical, experiential learning plays a central role in fostering awareness of diversity, reference frames, and privilege. The results are applied across three key curriculum components: (1) communication training, where first-year students engage with structured visual reflection tools such as the kaleidoscope, iceberg, and communication compass; (2) plenary sessions, where these tools bridge theory and practice with guest speakers and experts with lived experience; and (3) curriculum development, which involves continuous adaptation based on student and faculty feedback to create a supportive and inclusive learning environment. Conclusions Experiential learning enhances students’ competence in addressing diversity and contributes to a more inclusive academic environment. To be truly effective, diversity education must be embedded within both skills training and theoretical coursework while also aligning with broader institutional efforts on inclusion. By fostering awareness through structured reflection and lived experiences, this approach strengthens students’ ability to navigate diverse clinical and societal contexts.