Purpose
Color vision deficiency (CVD, colorblindness) affects approximately 8% of males and 0.5% of females, making it a prevalent yet often overlooked disability in medical education. Its implications are significant: potential inequities arise with color-coding and colored labels in images, depictions and descriptions of gross and microscopic findings, and resource development that does not otherwise consider these learners’ needs. We previously reported production of an illustrative CVD accessibility manual at Thomas Jefferson University; this abstract describes two interventions to implement this manual in our curriculum.

Methods
Two faculty development sessions were developed through the Center for Faculty Development & Nexus Learning (CFDNL), which offers training to educators across all schools at Thomas Jefferson University. The sessions presented available tools, best practices, and other considerations when accommodating learners with CVD. By presenting the manual’s guidelines in association with worked examples, we sought to empower educators to design educational resources with these learners’ needs in mind. Additionally, a review was performed of all learning resources in the current Foundations of Medicine curriculum at Sidney Kimmel Medical College (SKMC) through the lens (both literally and figuratively) of learners with CVD.

Results
Qualitative data were gathered through program evaluations for the faculty development sessions and next steps were developed for faculty outreach across the institution on accommodating learners with CVD. Through the review of curricular resources, guidance was provided to instructors where adjustments could be made to PowerPoints, laboratory handouts, and other tangible learning materials to provide accessibility to students with CVD.

Conclusion
The faculty development sessions and learning resources review represent significant steps toward the establishment of a CVD-accessible curriculum in our medical school and more broadly across our institution. These interventions intend to address specific challenges posed by learners with CVD, potentially improving learners’ experiences and assessment outcomes, and building a more inclusive institutional environment.