Discovering the meaning of equity, diversity, and inclusion at the Environmental Health Department of Vancouver Coastal Health
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Framed through a system-thinking lens of transformational change, this action-oriented inquiry presented an opportunity to explore the diverse background and perspectives of many frontline Vancouver Coastal Health Authority (VCH) Environmental Health officers (EHOs) to determine the importance of equity, diversity, and inclusion (EDI) to them. Applying the 5-D model of the Appreciative Inquiry, the EHOs of VCH were engaged to learn what the topic of EDI means to them, both individually and for the organization. This inquiry involved two methods - a survey, and two focus groups. The survey was conducted with all EHOs working in the Richmond to Garibaldi Coast area, followed by two focus group sessions with participants from the same population. These officers shared stories of success and their future vision of EDI in the Environmental Health Department while describing barriers and the needed resources. The thematic analysis of the data found that various opportunities exist for EH leadership to enhance the organization's culture and psychological safety at all levels. This inquiry revealed that success is achieved through collaboration towards a shared vision, EDI has differing interpretations, procedures need to be more consistent, and a change in culture and behaviour is required for a safe and equitable work environment. Six recommendations emerged from these findings providing specific calls to action. This inquiry recommends continuing this study using an Appreciative Inquiry approach to understand EDI in all Health Protection departments, implementing clear benchmarks for promotions and new hires, and developing actionable metrics to transform the current culture. Keywords: action research; equity; diversity; inclusion; organizational culture; change; engagement; Environmental Health; VCH.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.033 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it