Interprofessional subjective experiences of EDI in a virtual healthcare working group: a collaborative ethnography

Purpose This paper aims to examine the experiences of diverse interprofessional participants in an Equity, Diversity and Inclusion (EDI) working group with a common interest in EDI in one of the largest pediatric teaching hospitals in Canada and how the impacts of this experience extend outside of the group. Design/methodology/approach This qualitative research utilized an inductive approach in line with the Gioia methodology (Gioia et al. , 2013) to explore individual experiences as participants in an EDI working group. Seven group members were interviewed in-depth and engaged in storytelling and journaling to capture their experiences and perspectives. The perspectives of six members are reflected here, representing diversity across ethnicity, professions and subjective experiences, with a common interest in working together to improve EDI knowledge dissemination, training and practice in a healthcare setting in Canada. Findings Retrospective research activities facilitated a co-constructed account. The analysis reveals that EDI group participation is a positive learning experience for individuals described as thriving in their careers. Analysis of collaborative perspectives emphasizes how collective identity cultivates vitality in the EDI group environment. EDI group members exhibit agency as proponents of social change, navigating and negotiating institutional norms in varying professional spaces. Research limitations/implications The participants included members of an EDI working group in healthcare. Six perspectives are reflected here. Implications for personal experience and career development in organizations are discussed. Originality/value This study contributes to understanding how participating in specific interest groups, such as a group focused on EDI, informs personal and career development. It also contributes to our understanding of intrinsic motivation, as evidenced among volunteers in this healthcare setting. Our study also depicts an environment of vitality and learning and that collective thriving can be produced and may have extra-role implications.