Diversity has become an important term in medical education, impacting on curriculum design, selection policies, and school culture. For some, it may have acquired the status of a 'god term', an essential concept which influences and guides educational practice, yet may also be used as a 'rhetorical absolute', as has been suggested for the term 'competence' in medical education. This positioning recognises the significance of diversity as a concept. However, it may also do as much disservice as would resistance or scepticism, as it does not encourage the necessary 'unpacking' of the complexity and evolution of diversity as a key educational idea.
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