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This article was migrated. The article was marked as recommended. BackgroundWith the increasing diversity in our population, future medical doctors need to have adequate diversity and gender competencies in order to provide adequate and good quality of medical care. Diversity, especially sex and gender aspects, were therefore systematically integrated into the new modular medical curriculum at Charité - Universitätsmedizin Berlin. The aim was to integrate diversity aspects into further study programmes of the Charité Berlin by assessing the current degree of integration and the relevance for the professional work of students and graduates and identifying suitable and effective quality assurance instruments.MethodsAfter the curriculum development of the new modular medical curriculum was completed, the gender and diversity change agent was transferred from the curriculum development team to the quality assurance section of the Office of the Dean of Student Affairs. The change agent identified in cooperation with the quality assurance team the accreditation process, student evaluations and graduate surveys as suitable methods for the integration. Furthermore, the change agent provided support to the programme directors and coordinators with the integration. The impact of the measures and instruments used for the integration are measured within the reaccredition process of the programmes.ResultsDiversity aspects could be integrated into the accreditation standards admission, curricular structure, didactics, assessment and student counselling. In the student evaluations and graduate surveys gender and diversity items like migration background, number of children, caring responsibilities, disabilities and economic status could be integrated. Furthermore, students and graduates were asked to evaluate the relevance of gender and diversity competencies for their professional work and the degree of the curricular integration.Discussion and ConclusionThe impact of the integrated diversity aspects can only be evaluated within the accreditation process. In order to increase and improve the awareness of students and faculty members of diversity aspects and issues the support by a gender and diversity change agent with the integration and by lecturing on this subject is important. A gender and diversity sensitive accreditation process contributes to the reflexivity and awareness of the faculty members involved.

The use of quality assurance instruments and methods to integrate diversity aspects into health professions study programmes