How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development

González, Cristina M.; Garba, Ramya; Liguori, Alyssa; Marantz, Paul R.; McKee, M. Diane; Lypson, Monica L.

doi:10.1097/acm.0000000000002386

Cited by 51 publications

(35 citation statements)

References 38 publications

(43 reference statements)

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“…During case creation and curriculum development, medical educators must recognize the potential impact of implicit bias, defined as the "unconscious, unintentional assumptions people make" [25]. Due to the unconscious nature, people are not aware of the bias and the unintentional influence on their behavior [26].…”

Section: Increase Awareness Of and Mitigate Norms And/or Existing Biasesmentioning

confidence: 99%

Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty

et al. 2021

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Health professions education has benefitted from standardized patient (SP) programs to develop and refine communication and interpersonal skills in trainees. Effective case design is essential to ensure an SP encounter successfully meets learning objectives that are focused on communication skills. Creative, well-designed case scenarios offer learners the opportunity to engage in complex patient encounters, while challenging them to address the personal and emotional contexts in which their patients are situated. Therefore, prior to considering the practical execution of the patient encounter, educators will first need a clear and structured strategy for writing, organizing, and developing cases. The authors reflect on lessons learned in developing standardized patient-based cases to train learners to communicate to patients during times of diagnostic uncertainty, and provide suggestions to develop a set of simulation cases that are both standardized and diverse. Key steps and workflow processes that can assist educators with case design are introduced. The authors review the need to increase awareness of and mitigate existing norms and implicit biases, while maximizing variation in patient diversity. Opportunities to leverage the breadth of emotional dispositions of the SP and the affective domain of a clinical encounter are also discussed as a means to guide future case development and maximize the value of a case for its respective learning outcomes.

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Section: Increase Awareness Of and Mitigate Norms And/or Existing Biasesmentioning

confidence: 99%

Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty

et al. 2021

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“…Our local LULAC network also helped us connect with El Latino newspaper, a local publication widely read by the Latino community in central Arkansas. El Latino included announcements and did a report about our health fair to raise awareness and increase participation within the local Latino community (15). Our affiliation with LULAC also helped us get in touch us with a local bank who provided free snacks for health fair participants.…”

Section: Health Fairsmentioning

confidence: 99%

Founding a League of United Latin American Citizens (LULAC) council in a U.S. medical school: A new blueprint for Latino medical student organizations to enhance their public health outreach efforts.

Gonzalez¹,

Gonzalez²,

Moreira³

et al. 2019

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Background: In the next 40 years, the Hispanic population will represent 29% of the U.S. population. Hispanics living in the U.S. face cultural and economic barriers to receiving healthcare. To address the health disparities faced by Hispanic populations at the local level, an inter-professional group of Hispanic students from the University of Arkansas for Medical Sciences (UAMS) founded the first League of United Latin American Citizens (LULAC) at an academic medical center. Methods: This article represents a descriptive guide to the methods we utilized to establish the organization, the health fairs, a mentoring program, and a medical Spanish curriculum. Additionally, this article demonstrates how our partnership with LULAC facilitated each of the activities we organized by enhancing public awareness, increasing available resources, and enabling community partnerships with local businesses and media outlets. Results: Since the organization was established in 2017, 87 students from the Colleges of Medicine, Pharmacy, Nursing, and Health Professions have become UAMS LULAC members. Together they screened 194 uninsured Hispanic patients at health fairs, mentored pre-medical students at local colleges, and designed and implemented the curriculum for a medical Spanish course in which 64 students participated. Conclusion: Becoming a LULAC council is an innovative and highly beneficial avenue for both new and existing Hispanic medical student organizations. By following a similar methodology, and by partnering with local LULAC councils and their pre-existing networks, Hispanic student organizations may also increase their access to support, resources, and volunteers to ultimately enhance their educational experience and public health outreach efforts.

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“…Several sources informed the development of this curriculum. We conducted a comprehensive needs assessment of patient, 20 student, 4 and faculty 21 perspectives on implicit bias, including challenges and opportunities to restore the encounter and participate in and facilitate instruction on implicit bias, respectively. Our approach to teaching students to manage real or perceived bias in their own encounters with patients was informed by the results of our patient focus group study.…”

Section: Introductionmentioning

confidence: 99%

Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students

et al. 2021

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Introduction: Students desire instruction in skill development to address both their own implicit biases and bias perceived in the learning environment. Curricula to date achieve strategy identification through reflection and discussion but do not provide opportunity for personally relevant skill development and practice in implicit bias recognition and management. To address this gap, we developed and evaluated a skills-based elective in implicit bias recognition and management focused on learners' own interpersonal interactions, including patient encounters, and perceived bias in the learning environment. Method: Fifteen first-year medical students completed the nine-session elective over three annual offerings. Each session lasted 1.5 hours. Curriculum development was informed by published frameworks and transformative learning theory. Direct observation of student performances in role-plays and other active learning exercises constituted the formative assessment. Program evaluation focused on the impact of instruction through pre-and posttests, along with analysis of notes taken by the investigative team, including notes on formative assessments. Results: Students engaged with all aspects of instruction, including role-plays. Pretest/posttest results demonstrated increased self-reported knowledge and comfort in addressing perceived bias. Formative assessment demonstrated students' skill development in safely and respectfully addressing perceived bias in the learning environment without endangering their relationships with supervisors. Discussion: Skills developed-addressing bias in interpersonal encounters and perceived bias in clinical and teaching encounters-are relevant to learners throughout their careers. This course is relevant to medical students and trainees at various experience levels and could serve as a template for novel, skills-based curricula across health professions.

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How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development

Cited by 51 publications

References 38 publications

Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty

Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty

Founding a League of United Latin American Citizens (LULAC) council in a U.S. medical school: A new blueprint for Latino medical student organizations to enhance their public health outreach efforts.

Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students

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