Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students

Acholonu, Rhonda Graves; Cook, Tiffany E.; Roswell, Robert O.; Greene, Richard E.

doi:10.15766/mep_2374-8265.10969

Cited by 57 publications

(51 citation statements)

References 21 publications

(30 reference statements)

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“…A review of the literature within MedEdPORTAL using the search terms microaggressions, racism, inclusion, discrimination, and LGBT revealed three other publications about microaggressions published up to October 2020. [13][14][15] These included two resources on interrupting or addressing microaggressions in the clinical setting and one providing communication tools to assist active bystanders in responding to microaggressions. The current workshop adds to that body of work by offering the Microaggressions Triangle Model, 4 which is based on helping learners to understand microaggressions from the perspectives of all parties involved, including the recipient and the bystander as well as the source of the microaggression.…”

Section: Introductionmentioning

confidence: 99%

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence

et al. 2021

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Introduction Health profession schools have acknowledged the need for a diverse workforce by increasing diversity in recruitment, but little has been done to build inclusive excellence in learning environments. Microaggressions and other forms of mistreatment can increase stress levels and depression and negatively impact academic performance. To increase student performance, retention, and wellness, mitigating microaggressions is needed to promote an inclusive culture. Methods We designed this workshop as a framework to think critically about microaggressions, how they impact the health professions academic environment, and how administrators, faculty, and students can promote inclusion excellence. The workshop included a presentation discussing microaggression theory, seven cases describing microaggressions in the health professions education environment, and discussion and facilitator guides. Cases were based on prior research conducted by the primary author and upon interactions authors shared from their professional experience. Participants completed pre- and postsurveys. Results During six workshops at three different institutions, 138 out of 190 participants (73% response rate), including nursing and medicine faculty, students, and leadership, completed the pre- and postsurveys. Pre- and posttraining measurements found statistically significant improvements in participants' knowledge of the impact of microaggressions, self-efficacy in responding to microaggressions, and commitment to being an active bystander in the face of microaggressions. Participants were highly satisfied with the training. Discussion This humanistic, case-based learning curriculum allows facilitators to guide faculty, student, and leadership conversations to build skills to promote inclusion excellence through preventing microaggressions, repairing and reestablishing relationships, and restoring reputations once microaggressions occur.

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Section: Introductionmentioning

confidence: 99%

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence

et al. 2021

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“…For example, they recommended including discussion of how to educate colleagues about stigmatizing language. This topic is often included in implicit bias trainings 23 , 24 but was not initially covered in our workshop. However, given that social pressure is one of the most commonly cited barriers to addressing implicit bias, we modified our workshop to address this topic.…”

Section: Discussionmentioning

confidence: 99%

Words Matter: An Antibias Workshop for Health Care Professionals to Reduce Stigmatizing Language

et al. 2021

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Introduction Biased language influences health care providers' perceptions of patients, impacts their clinical care, and prevents vulnerable populations from seeking treatment. Training clinicians to systematically replace biased verbal and written language is an essential step to providing equitable care. Methods We designed and implemented an interactive workshop to teach health care professionals a framework to identify and replace stigmatizing language in clinical practice. The workshop included a reflective exercise, role-play, brief didactic session, and case-based discussion. We developed the program for a broad target audience of providers and initially delivered it at three academic conferences. We used descriptive statistics to analyze Likert-style items on course evaluations and identified themes in open-text responses. Results A total of 66 participants completed course evaluations; most believed the workshop met its objectives (4.8 out of 5.0) and strongly agreed that they would apply skills learned (4.8). Participants planned to incorporate reflection into their verbal and written language. Potential barriers to applying course content included perceived difficulty in changing entrenched practice habits, burnout, and fatigue. Suggestions for improvement included more time for group discussions and strategies to teach skills to colleagues. Discussion Participants found the course material highly engaging and relevant to their clinical practice. Learners left the workshop feeling motivated to engage in more mindful word choice and to share key concepts with their colleagues.

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“…Critical consciousness is a topic with limited discussion to date in MedEdPORTAL, with existing publications focusing on the application of critical consciousness to onetime educational activities related to faculty development on multicultural education, 5 community empowerment, 6 and responding to racism, discrimination, and microaggressions. 7 The educational content described here overlaps with that of other publications in MedEdPORTAL, including discussions of identity, 8 – 10 privilege, 8 microaggressions, 7 , 11 , 12 racism, 13 , 14 health disparities, 15 , 16 the social determinants of health, 15 , 17 , 18 and implicit bias. 19 , 20 However, CCM is unique in that it adopts critical consciousness as the unifying concept and approach for a series of student-led workshops spanning these topics for all first-year medical students at our institution.…”

Section: Introductionmentioning

confidence: 94%

Critical Consciousness as a Framework for Health Equity–Focused Peer Learning

et al. 2021

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Introduction Recognizing the need to teach concepts of health equity, diversity, and inclusion as a part of medical students' preclinical training, we developed a series of workshops in the first year of medical school that introduced students to issues of discrimination and inequity and their effects on health outcomes. This student-led, faculty-supported project, known as Critical Consciousness in Medicine (CCM), adopted critical consciousness as a guiding principle for student learning. Methods Over the course of the 2018–2019 academic year, student leaders developed and delivered five 2-hour workshops to 197 first-year students, with the assistance of student facilitators and input and guidance from faculty advisors. Workshops involved a mix of whole-class presentations and small-group discussions. Session topics included identity and interpersonal relationships, privilege, health disparities, and implicit bias. Results Paired t -test analysis showed statistically significant growth in student self-ratings related to CCM learning objectives as measured in the end-of-year pre-/postsurvey. Student comments in year-end reflections further suggested learning, self-assessment, growth, and appreciation for the workshops' place in the preclinical curriculum. Discussion This project modeled a student-faculty partnership for approaching diversity, inclusion, and health equity in medical education and highlighted the role of students as leaders in educating their peers. The CCM workshop series demonstrated high acceptability as a component of preclinical medical education and may increase student engagement around social issues in health care. CCM also illustrated the promise of using critical consciousness as an approach to educating medical students about equity, diversity, and inclusion.

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Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students

Cited by 57 publications

References 21 publications

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence

Words Matter: An Antibias Workshop for Health Care Professionals to Reduce Stigmatizing Language

Critical Consciousness as a Framework for Health Equity–Focused Peer Learning

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