Cristina M Gonzalez1, Sydney A Walker2, Natalia Rodriguez3, Elisa Karp4, Paul R Marantz5. 1. C.M. Gonzalez is professor of medicine, Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, New York. 2. S.A. Walker is a medical student, Oregon Health and Sciences University School of Medicine, Portland, Oregon. 3. N. Rodriguez is a medical student, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. 4. E. Karp is a resident at Jacobi Medical Center, Bronx, New York. 5. P.R. Marantz is associate dean, Clinical Research Education, and professor, Department of Medicine and Department of Epidemiology and Population Health, Albert Einstein College of Medicine, Bronx, New York.
Abstract
PURPOSE: Students perceive bias in learning environments. Curricula targeting implicit bias recognition and management increase student awareness and achieve strategy identification, but fall short of actual skill development to address bias. In light of this gap, the authors developed and evaluated a skills-based elective to recognize and manage implicit bias in the learning environment. METHOD: Nine 1.5-hour sessions were delivered to 15 first-year medical students from 2017 to 2019. An evidence-based conceptual framework and transformative learning theory informed the instructional design; it incorporated active learning exercises. Skills assessment occurred through direct observation of student performances in role-play exercises. Using thematic analysis, the authors conducted a program evaluation based on focus groups with students and data from notes taken by the investigative team. RESULTS: Students engaged with all aspects of instruction, including role-plays. Authors identified 3 themes from the program evaluation: (1) Student engagement can be enhanced, (2) Instruction is empowering, and (3) It (addressing bias in one's own and witnessed encounters) can be done! Analysis additionally highlighted opportunities for improvement and lessons learned. CONCLUSIONS: This innovative course achieved skill development and practice for medical students in implicit bias recognition and management as it pertains to 3 facets of clinical care present at every stage of a health professional's career. These include interpersonal encounters, advocating for patients when bias is perceived in witnessed encounters with peers and supervisors, and addressing comments made by others within the learning environment. Outcomes could inform novel, skills-based curricula across the spectrum of health professions training and practice.
PURPOSE: Students perceive bias in learning environments. Curricula targeting implicit bias recognition and management increase student awareness and achieve strategy identification, but fall short of actual skill development to address bias. In light of this gap, the authors developed and evaluated a skills-based elective to recognize and manage implicit bias in the learning environment. METHOD: Nine 1.5-hour sessions were delivered to 15 first-year medical students from 2017 to 2019. An evidence-based conceptual framework and transformative learning theory informed the instructional design; it incorporated active learning exercises. Skills assessment occurred through direct observation of student performances in role-play exercises. Using thematic analysis, the authors conducted a program evaluation based on focus groups with students and data from notes taken by the investigative team. RESULTS: Students engaged with all aspects of instruction, including role-plays. Authors identified 3 themes from the program evaluation: (1) Student engagement can be enhanced, (2) Instruction is empowering, and (3) It (addressing bias in one's own and witnessed encounters) can be done! Analysis additionally highlighted opportunities for improvement and lessons learned. CONCLUSIONS: This innovative course achieved skill development and practice for medical students in implicit bias recognition and management as it pertains to 3 facets of clinical care present at every stage of a health professional's career. These include interpersonal encounters, advocating for patients when bias is perceived in witnessed encounters with peers and supervisors, and addressing comments made by others within the learning environment. Outcomes could inform novel, skills-based curricula across the spectrum of health professions training and practice.
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: Natalia Rodriguez; Emily Kintzer; Julie List; Monica Lypson; Joseph H Grochowalski; Paul R Marantz; Cristina M Gonzalez Journal: J Natl Med Assoc Date: 2021-06-16 Impact factor: 2.739