Diana Wu1, Lamercie Saint-Hilaire2, Andrew Pineda3, Danielle Hessler2, George W Saba4, René Salazar5, Nwando Olayiwola2. 1. University of California San Francisco Family and Community Medicine Department, San Francisco, CA. 2. University of California San Francisco Family and Community Medicine Department. 3. San Francisco State University. 4. Department of Family and Community Medicine, University of California San Francisco. 5. University of Texas at Austin Dell Medical School.
Abstract
BACKGROUND AND OBJECTIVES: Health professionals increasingly recognize the role that social determinants play in health disparities. However, little focus is placed on how health care professionals themselves contribute to disparities through biased care. We have developed a curriculum based on an antioppression framework which encourages health professionals to evaluate their biases and combat health care disparities through an active process of allyship. METHODS: Teaching methods emphasize skill building and include lectures, guided reflections, and facilitated discussions. Pre- and postsurveys were administered to assess participants' confidence level to recognize unconscious bias and to be an ally to colleagues, patients, and staff. In total, we conducted 20 workshops with a total of 468 participants across multiple disciplines. RESULTS: The survey response rate was 80%. Using a paired t-test, the mean difference in the pre- and postsurveys revealed a statistically significant improvement across all measures. Participants showed the greatest improvements (large effect size d>0.8) in their understanding of the process of allyship, their ability to describe strategies to address, assess, and recognize unconscious bias, and their knowledge of managing situations in which prejudice, power, and privilege are involved. CONCLUSIONS: Results show that an antioppression curriculum can enhance health professionals' confidence in addressing bias in health care through allyship. For those who value social justice and equity, moving from the role of bystander to a place of awareness and solidarity allows for one's behaviors to mirror these values. Allyship is an accessible tool that all health professionals can use in order to facilitate this process.
BACKGROUND AND OBJECTIVES: Health professionals increasingly recognize the role that social determinants play in health disparities. However, little focus is placed on how health care professionals themselves contribute to disparities through biased care. We have developed a curriculum based on an antioppression framework which encourages health professionals to evaluate their biases and combat health care disparities through an active process of allyship. METHODS: Teaching methods emphasize skill building and include lectures, guided reflections, and facilitated discussions. Pre- and postsurveys were administered to assess participants' confidence level to recognize unconscious bias and to be an ally to colleagues, patients, and staff. In total, we conducted 20 workshops with a total of 468 participants across multiple disciplines. RESULTS: The survey response rate was 80%. Using a paired t-test, the mean difference in the pre- and postsurveys revealed a statistically significant improvement across all measures. Participants showed the greatest improvements (large effect size d>0.8) in their understanding of the process of allyship, their ability to describe strategies to address, assess, and recognize unconscious bias, and their knowledge of managing situations in which prejudice, power, and privilege are involved. CONCLUSIONS: Results show that an antioppression curriculum can enhance health professionals' confidence in addressing bias in health care through allyship. For those who value social justice and equity, moving from the role of bystander to a place of awareness and solidarity allows for one's behaviors to mirror these values. Allyship is an accessible tool that all health professionals can use in order to facilitate this process.
Authors: Monica B Vela; Amarachi I Erondu; Nichole A Smith; Monica E Peek; James N Woodruff; Marshall H Chin Journal: Annu Rev Public Health Date: 2022-01-12 Impact factor: 21.870
Authors: S T Gleicher; M A Chalmiers; B Aiyanyor; R Jain; N Kotha; K Scott; R S Song; J Tram; C L Vuong; J Kesselheim Journal: BMC Med Educ Date: 2022-09-29 Impact factor: 3.263
Authors: Emilia H De Marchis; Danielle Hessler; Caroline Fichtenberg; Nancy Adler; Elena Byhoff; Alicia J Cohen; Kelly M Doran; Stephanie Ettinger de Cuba; Eric W Fleegler; Cara C Lewis; Stacy Tessler Lindau; Elizabeth L Tung; Amy G Huebschmann; Aric A Prather; Maria Raven; Nicholas Gavin; Susan Jepson; Wendy Johnson; Eduardo Ochoa; Ardis L Olson; Megan Sandel; Richard S Sheward; Laura M Gottlieb Journal: Am J Prev Med Date: 2019-12 Impact factor: 5.043