| Sumario: | Diversity education promotes leadership, critical reasoning, and cultural understanding, leading to improved healthcare outcomes for all. To prepare for an increasingly multicultural population, healthcare students must learn how best to demonstrate diversity, inclusion, cultural competence, and cultural humility. This second study of a three-part series examined learning experiences that contained these four primary terms previously identified and mapped to learning outcomes/course objectives or other syllabi content. From 79 eligible learning outcomes/course objectives and six other syllabi content, 75 learning experiences were requested and 49 received from 20 courses met the criteria of using the primary terms or related words. Many courses combined the seven identified types of learning experiences-traditional lecture, reading, role playing, case studies, experiential learning, group learning, and psychomotor skill development to teach and emphasize topics relevant to diversity education but clearly lacked use of the primary terms. One learning experience used the keyword diversity, and 25 used variations or related words/phrases representing concepts affiliated with the four primary terms. These findings argue for introducing and reinforcing diversity education explicitly throughout healthcare curricula.
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