Exercise #30
The Diversity Challenge
Authors: Dr hab. Małgorzata Szkup, Dr Paulina Zabielska
60–90 minutes
Description
A reflective card game in which students work in small groups, rotating through defined roles (Leader, Thinker, Main Actor, Activator, Observer) to explore 12 real-world situations involving religion, LGBTQ+, disability, ethnicity, mental health, and other dimensions of diversity. The exercise develops empathy, self-awareness, and culturally sensitive communication skills through perspective-taking and collaborative knowledge creation.
Methodological Guide
Objectives
Develop reflective intercultural competence. Strengthen empathy, self-awareness, and mindful communication. Recognize how culture shapes interactions, relationships, and teamwork. Practice collaborative work using defined group roles. Deepen knowledge about exclusion, stereotypes, and diversity. Learn how to respond to harmful or excluding behaviors. Build an attitude grounded in respect and curiosity rather than judgment.
Expected Outcomes
Students can identify microaggressions, stereotypes, and exclusion mechanisms; work effectively using structured group roles; understand how to support individuals from minority groups with empathy and competence; know strategies for responding to challenging intercultural interactions; recognize the value that diversity brings to teamwork and communication; translate their experience into real professional contexts.
Exercise Procedure
Introduction (5 min): Explain the goals, rules, and structure of the card system. Emphasize that the exercise is not about winning — it is about shared exploration. Level 1 — Group Work (12–20 min per round): The Leader guides the group through each card (Situation → Reflection → Perspective → Action → Knowledge); members reflect and discuss according to their roles. Debrief (10–15 min): Collective discussion on what was difficult, surprising, or meaningful. Level 2 — Final Outcome: Each group creates an educational product based on the Knowledge Card (short presentation, research brief, infographic, code of conduct, poster, social media post, or short video) using credible sources. Level 3 — Discussion (10–15 min): Presentation of results to all students, followed by group discussion. Summary (5–10 min): Teacher thanks students for their engaged participation.
Mode of Implementation
Group work (4–6 students per group, ideally 5). If the group size differs from 5, an Observer may be added or omitted. Students rotate roles clockwise after each round so that each participant experiences every perspective. Can be adapted for face-to-face or online (breakout rooms).
Role of the Teacher
Create a safe, respectful space for discussion. Observe group dynamics and support Leaders in moderating dialogue. Encourage reflection without evaluating students' responses. Guide students in connecting their experience with clinical or professional practice. Assist in interpreting the Knowledge Card and directing students toward reliable sources.
Theoretical Basis
The exercise builds on three key foundations: (1) Transformative learning — by engaging with disorienting dilemmas, students are encouraged to question their assumptions and develop deeper cultural reflexivity. (2) Theories of bias and stereotyping — the cards illustrate real examples of stereotypes affecting various groups (religious minorities, LGBTQ+ people, ethnic minorities, migrants, the elderly, people with disabilities), highlighting how simplified beliefs form, influence emotions and decisions, and are shaped by social context, language, and cognitive habits. (3) Empathy-building and perspective-taking — Perspective Cards invite students into the lived experience of people facing exclusion, one of the most effective ways to reduce bias. The exercise aligns with key elements of EMPOWER, particularly Multiculturality (M), Professionalism (P), and Well-being (W).
Practical Application
Students become more attentive to patients from minority groups, recognize moments when stereotypes influence communication, respond more effectively to microaggressions or excluding behaviors, conduct sensitive conversations with care, build inclusive team environments, and strengthen competencies necessary for multicultural clinical settings.
Knowledge Transfer
Students learn to observe their own real-time reactions, transform unconscious assumptions into intentional reflective choices, ask questions instead of filling gaps with stereotypes, apply supportive strategies in challenging intercultural situations, and connect individual experiences of exclusion with broader theoretical knowledge.
Reinforcement & Reflection
After each round, students reflect on: What affected me most in this situation? Who held power in this story, and who did not? What surprised me in the Perspective Card? Which stereotypes or misunderstandings surfaced? How might similar situations appear in healthcare settings? Reflection may be done individually, in pairs, or as a group.
Required Resources
Electronic devices (tablets, smartphones, or laptops) with access to the MultiCultiMed platform. Internet connection. Role card descriptions are embedded in the exercise.
Assessment / Evaluation
Evaluation of the educational product created by the group based on the Knowledge Card; ability to search for and use reliable scientific sources to build one's own knowledge and beliefs about diversity and multiculturalism; engagement in completing the task.
Practical Tips
Depending on available time, conduct one or several rounds. Set a common time limit for each round for all groups (e.g., 15–20 minutes). The educational product based on the Knowledge Card may be treated as homework or independent work completed after the class.
Discussion Topics
What surprised you most in the Perspective Card? Which stereotypes or misunderstandings surfaced in your group? How might a similar situation appear in a healthcare setting? How will you respond differently next time?
Further Resources
Relevant to specific card topics: WHO and APA guidelines on LGBTQ+ inclusion; UNESCO resources on intercultural education; national statistics on migration, disability, and mental health; academic sources on transformative learning (Mezirow, 1991), stereotype threat, and microaggressions.
Additional Remarks
The game does not involve winners or competition — its goal is shared reflection. Cards 1–5 can be kept face-down initially and revealed simultaneously so students discover their roles together.