Implicit Bias and Caring for Diverse Populations: Pediatric Trainee Attitudes and Gaps in Training

Abstract

The objective of this study was to determine the attitudes, skill level, and preferred educational interventions of pediatric residents related to implicit bias and caring for diverse patient populations. A cross-sectional survey of pediatric residents at a single, large urban residency program was utilized. Surveys were completed by 88 (55%) residents who were 69% female and 35% non-White or mixed race. Almost all residents felt that it was very or extremely important to receive training on health disparities, diverse patient populations, and implicit bias. Self-assessment of skill level revealed that residents felt confident in areas often covered by cultural competency curricula, such as interpreter use, but were less confident in other areas. The top 3 areas identified for further training included implicit bias, working with transgender and gender nonconforming patients, and weight bias. For the majority of diversity and bias-related skills, prior training was significantly correlated with higher skill level ( P < .05).

Evaluation of the Diversity, Equity, and Inclusion Curriculum of a Pediatrics Residency Program

“…These findings align with the current literature and further reiterate the imperative need to create more meaningful and comprehensive DEI curricula for current graduate medical education trainees. 25,26 Of note, we found that residents recognize the importance and impact of interpersonal and systemic racism but do not feel prepared to address this with patients. Improving resident competency and comfort in DEI-related patient care is an essential step in training future physicians who can provide inclusive, equitable, and culturally sensitive care.…”

Implementing and Assessing a Resident Diversity Council to Address the Need for a Diverse Clinical Workforce

“…The goal of the education working group is to continually review our current curricula and when indicated, work to establish DEI-related curricula to address identified gaps through curriculum mapping and resident surveys. 12 In summary, this diversity council model offers a unified and comprehensive approach to achieve institutional change around diversity and inclusion. The 3 working groups implement interventions to address the shortage of diversity in medicine while also working to highlight and amplify the benefits of improved diversity within the health care workforce.…”

“…Professional development sessions serve as an opportunity for residents to meet UIM faculty and learn about their career trajectory. The goal of the education working group is to continually review our current curricula and when indicated, work to establish DEI-related curricula to address identified gaps through curriculum mapping and resident surveys 12.…”

A survey of implicit bias training in physician assistant and nurse practitioner postgraduate fellowship/residency programs

“…Existing efforts to expand and support implicit bias training have become a priority for physician residencies over the course of their training [14][15][16][17][18][19][20][21][22][23][24] It should be noted that there is ample research indicating that PAs and NPs provide excellent clinical care without postgraduate residency/fellowship training [25,26]; nevertheless, there has been an expanded interest in these postgraduate programs from both federal and public sectors due in part to projected shortfalls in physician specialties and a desire among some PAs and NPs to improve "clinical readiness" through transition-to-practice opportunities. Additionally, some academic health systems have adopted PA and joint PA/NP fellowship/residency training programs to bolster recruitment and retention strategies of qualified career staff [27].…”