Faculty Perceptions of Engaging Students in Active Learning to Address Implicit Bias Using Videos Exemplifying the Prenatal Visit of a Lesbian Couple

Abstract

Introduction: Implicit bias affects patient–nurse interactions and care management decisions. The purpose of this educational project was to explore faculty perceptions of engaging students in active learning to address implicit bias using videos vignettes. Method: Three videos were created with a corresponding instructor guide. The vignettes depicted insensitive behaviors, best practice clinical interactions, and a reflection about bias in health care. Faculty who implemented the active learning strategy were invited to complete an online, confidential survey regarding their perceptions. Results: Most faculty (83%) agreed that students benefit from discussing implicit bias using an active learning approach. All faculty ( N = 12) believed the videos and instructor guide to be effective tools in creating meaningful discussion. Discussion: Video vignettes illustrating insensitive behaviors and demonstrating best practice enable faculty to actively engage students in addressing the impact of implicit bias. Educational strategies intended to ensure equitable care are indicated to support positive patient outcomes.

Educational strategies used to improve the knowledge, skills, and attitudes of health care students and providers regarding implicit bias: An integrative review of the literature

“…(2018) n = 21 Educators Residents Academic 57.1% female (9 male and 12 females) Medicine Implicit bias 4 34 Teal et al. (2010) n = 72 Students Academic Not reported Medicine Disability and bias 3 35 Teall et al. (2019) n = 12 Educators Academic Not reported Nursing Implicit bias 4 36 Vandermause et al.…”

“… Teal et al. (2010) None reported Teall et al. (2019) Narrative pedagogy framework and active learning techniques to engage students in content, and avoiding the assignment of blame for bias.…”

“…Debriefing as a method of direct and intentional dialog to enhance knowledge and skills was incorporated into 9/39 (23.1%) studies; 2/39 (5.1%) used debriefing after participants completed the Implicit Association Test (IAT) ( Leslie et al., 2018 ; Schultz and Baker, 2017 ); 5/39 (12.8%) used debriefing after participants experienced a role play, simulation, virtual reality, or video experience ( Gonzalez et al., 2020 ; Poitevien and Osman, 2018 ; Roswell et al., 2020 ; White-Davis et al., 2018 ; Teall et al., 2019 ); and 2/39 (5.1%) used debriefing for facilitators after implicit bias training ( Acholonu et al., 2020 ; Gatewood et al., 2019 ).…”

“… Change in awareness regarding effectiveness of bias management strategies. Teall et al. (2019) Increase knowledge regarding the impact of implicit bias on provider care delivery (using a video of provider interaction with a couple who reported as being lesbian).…”

“…Study authors examined participant knowledge regarding bias concepts. Concepts explored in outcomes related to bias included implicit bias, explicit bias, bias, racism, responsibility and strategies to address personal or workplace bias (34/39, 87.2%) ( Carnes et al., 2015 ; Carnes et al., 2012 ; Chapman et al., 2018 ; Davis et al., 2021 ; Edgoose et al., 2018 ; Gonzalez et al., 2014 ; Gonzalez et al., 2020 ; Hernandez et al., 2013 ; Kanter et al., 2020 ; Leslie et al., 2018 ; Matharu et al., 2014 ; Roswell et al., 2020 ; Schultz and Baker, 2017 ; Schwartz et al., 2020 ; Steed, 2014 ; Wasmuth et al., 2020 ; Zeidan et al., 2018 ; Gatewood et al., 2019 ; Ogilvie et al., 2021 ; Poitevien and Osman, 2018 ; Sotto-Santiago et al., 2020 ; Chary et al., 2021 ; Ogunyemi, 2021 ; Motzkus et al., 2019 ; Sukhera et al., 2018 ; Teal et al., 2010 ; Harrison-Bernard et al., 2020 ; Korndorffer et al., 2021 ; Sherman et al., 2019 ; White-Davis et al., 2018 ; Teall et al., 2019 ; Vandermause et al., 2021 ; McMichael et al., 2019 ; Kwong, 2020 ) and microaggression (10/39, 25.6%) ( Acholonu et al., 2020 ; Ackerman-Barger et al., 2021 ; Carter and McMillian-Bohler, 2020 ; Davis et al., 2021 ; Edgoose et al., 2018 ; Fisher et al., 2021 ; Kanter et al., 2020 ; Roswell et al., 2020 ; Sotto-Santiago et al., 2020 ; Kwong, 2020 . Additional concepts included status leveling ( Harrison-Bernard et al., 2020 ), color-blind racial attitudes ( Harrison-Bernard et al., 2020 ), tokenism ( …”