Tackling Implicit and Explicit Bias Through Objective Structured Teaching Exercises for Faculty

Abstract

options, ranging from strongly disagree to strongly agree. Residents demonstrated marked increase in their understanding of the various policy and procedure topics, as evidenced by comparison of pre-and posttest responses (FIGURE).The question-and-answer conclusion to the workshop resulted in a much more robust discussion of topics and further potential application scenarios generated by residents than seen in previous years with the more traditional didactic review of policies and procedures.Feasibility: presentation of policies and procedures during orientation for new residents can be effectively delivered in a case-based, interactive format. There is minimal cost for supplies and approximately 1 hour of staff time to prepare materials for the workshop. This workshop is easily replicated across programs or sponsoring institutions.Acceptability: This format leads to greater engagement with the content by residents. Self-evaluation by residents indicates improved understanding of the materials. Further study should measure residents' retention and ability to reference and apply over time.

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

“…This gap in the literature is particularly important in light of increased institutional awareness of the need to support diversity, equity, and inclusion (DEI) efforts . Additionally, while studies of implicit and explicit bias training exist, we are not aware of any comprehensive interventions or curricula for faculty that target the many facets and effects of anti-Black racism in AM . Furthermore, little has been published on how leaders in the field of anti-Black racism envision an antiracist intervention for AM.…”

“…[23][24][25][26][27][28][29] Additionally, while studies of implicit and explicit bias training exist, we are not aware of any comprehensive interventions or curricula for faculty that target the many facets and effects of anti-Black racism in AM. [30][31][32][33] Furthermore, little has been published on how leaders in the field of anti-Black racism envision an antiracist intervention for AM. Therefore, our objectives were to (1) elicit expert faculty perspectives on anti-Black racism in AM based on lived and/or professional experience and (2) identify preliminary targets for an intervention directed at faculty to dismantle anti-Black racism.…”

Preventing Childhood Toxic Stress: Partnering With Families and Communities to Promote Relational Health

“…162 For parents to trust, pediatric providers need to listen and understand parental concerns and beliefs before making recommendations. Communication could be further enhanced by cultural humility, 164,165 implicit bias training, [166][167][168][169][170][171] a more diverse health care team (eg, providing families and patients the opportunity to seeing themselves reflected in the sex, ethnicity, and cultural backgrounds of the team members), and access to professional interpreters. In the end, the ability of the FCPMH to leverage change within the family context is entirely dependent on the capacity of the pediatric providers to form strong therapeutic relationships with the patients, caregivers, and families.…”

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

“…(2021) n = 412 nurse managers and assistant nurse managers Hospital None given Nursing Unconscious and implicit bias 4 25 Ogunyemi (2021) n = 103 physician faculty, residents, program coordinators, students Academic female = 28 (36%), (26 missing gender); physician faculty = 61(59%)r esidents = 24(23%); 4(4%) = program coordinators, 2(2%) = students; 38% OBGYN; 38% family medicine; 10% internal medicine; 13% psychiatry; 63 attended workshops in California and 40 participated at APGO Conference. Medicine Unconscious bias, implicit bias, intersectionality (intersection of social categories to reflect systems of privilege and oppression) 4 26 Poitevien, & Osman (2018) n = 41 Educators Academic Not included Medicine Explicit and implicit bias 3 27 Roswell et al. (2020) n = 76 Administrators Educators Staff Academic Workshop participants: female n = 78, 69.6% of total; White ( n = 86, 76.8%), 10 (8.9%) Asian, 7 (6.3%) Black, and 4 (3.6%) Hispanic Medicine Microaggressions, racism, bias, racial empathy 3 28 Schultz & Baker (2017) n = 75 Students Academic Not reported Nursing Unconscious and implicit bias 4 29 Schwartz et al., 2020 n = 30 Students Academic 52.9% female 70.6% White, 14.7% Asian, 11.8% Hispanic, and 2.9% Black/African American Medicine Implicit and unconscious bias 4 30 Sherman et al.…”