The 2021 ASME conference has been an incredible one to be a part of as an Education Research Committee (ERC) Research Paper Awards (RPA) finalist. Having had the opportunity to watch back some of the on-demand sessions from the conference, I found the discussions around how the medical curriculum has evolved over the decades and the importance of widening participation very thought provoking; I share with you below what are merely some immediate thoughts that I hope to further reflect on!

Until starting my postgraduate career, I only considered widening participation in my setting as an undergraduate student, for example, widening access in medical school admissions. On graduating from medical school, I realised that widening participation also applies to postgraduate settings, such as the training of international graduates. As a junior doctor in the East of England, I work among a hospital community that is composed of multicultural staff who come from across the world. From listening to the various talks from the ASME conference, I believe that widening participation is not just about improving access to institutions but also an opportunity to learn from individuals from dissimilar backgrounds.

As educators, we should embrace the differences in knowledge and experiences from individuals of different backgrounds. Sharing of multicultural experiences within a diverse faculty and staff can promote an exploration of new learning experiences and learning methods that may provide solutions to the challenges faced in local curricula and assessment. I believe there is also attention required to enhance formal and informal learning from juniors to seniors, which would enable knowledge sharing vertically upwards of junior trainees' own experiences in learning and practice. This is a valuable resource that may begin to ameliorate the lack of diverse teachers addressed by Professor Blitz. After all, we are each individually experts of our own personal experiences.

The importance of nurturing equity across multiple facets of clinical practice addressed by Professor Blitz is also of salience—for example, clinical knowledge, ability to communicate effectively, provision of well-being support, and opportunities for enrichment outside of normal work. In the current climate calling for a more global approach to medical education and clinical practice, we are in ever greater need for shared knowledge while maintaining shared values and goals for learning and patient care.