725 Experience of Implementing Diversity Teaching into University of Oxford

Abstract Background Medical education should equip students with the necessary skills to support diverse population they treat and work be confident act as an ally for patients colleagues. We found there a gap diversity module in curriculum at Oxford University. Method created training session over 300 medical aiming to; The course consisted of series talks conducted by senior lecturer on diversity, doctors, patients, students, followed small-group case-based teaching facilitated final-year student junior doctor. All facilitators underwent diversity. cases encouraged reflect their own personal biases enact how would confront discrimination wards. Students completed survey before after session, rating self-confidence six key learning points. Results 91.4% agreed was useful training. There significant increase who felt implementing all points: defining terms (post-session: 95.4%, pre-session: 82.3%); understanding health inequalities 93%, 54.6%); awareness bias 87.9%, 70%); partaking allyship 95%, 89.5%); being active bystander 91.4%, 45.9%). 79.3% challenge acts (33.6% pre-session). Conclusions This educates empowers discrimination. recommend implementation similar sessions schools.