Twelve tips for responding to microaggressions and overt discrimination: When the patient offends the learner

Wheeler, Daniel J.; Zapata, Josué; Davis, Denise L.; Chou, Calvin L.

doi:10.1080/0142159x.2018.1506097

Cited by 72 publications

(66 citation statements)

References 29 publications

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“…Ophthalmology trainees working in an attending clinic may not feel comfortable calling out harassment if their supervising faculty do not view it as a problem. 22 Fear of negative patient reviews may also affect ophthalmologists' willingness to confront discriminatory behavior. Explicit statements of support from department leadership and modeling of bystander intervention when it occurs could help address these concerns.…”

Section: Discussionmentioning

confidence: 99%

Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists

Hock

Scruggs

Barlow

et al. 2020

Journal of Academic Ophthalmology

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Background Sexual harassment of physicians by patients is highly prevalent and rarely reported. Little is known on how to prepare physicians to handle verbal sexual harassment that detracts from their ability to provide care but does not meet the threshold for reporting. Purpose To assess the impact of a sexual harassment workshop and toolkit for ophthalmologists and ophthalmology trainees on responding to patient-initiated verbal sexual harassment. Methods A survey study of ophthalmology faculty, fellows, and residents who participated in workshops on responding to patient-initiated verbal sexual harassment was performed at an academic center. A toolkit of strategies for response was distributed. Volunteer participants completed a retrospective pretest–posttest evaluation at the conclusion of the workshop and follow-up survey 3 weeks after the workshops on whether they experienced harassment and intervened. The pretest–posttest surveys assessed the workshop's effect on ophthalmologists' perceptions of and preparedness to respond to sexual harassment in the moment using a 5-point Likert scale, including bystander intervention. Participants described their responses observing and/or experiencing patient-initiated sexual harassment in the 3 weeks following the workshop and whether they had intervened toward the harassment. Results Ophthalmologists (n = 31) felt significantly more prepared to respond to patient-initiated sexual harassment directed toward themselves or a trainee in the moment after participating in the workshop (4.5 ± 1.63) than before (3.0 ± 1.3) with a mean change of 1.6 (95% confidence interval: 0.98–2.2, p < 0.001). After the workshop, 86.3% of participants felt mostly or completely prepared to respond to comments about their age, gender, marital status, appearance, attractiveness, a specific body part, and sexual or inappropriate jokes. Most participants (83.9%) said that they had not previously received training on techniques for responding to patient-initiated sexual harassment. Two-thirds (66.7%) of participants who experienced (n = 8) or observed (n = 13) harassment (n = 15) following the workshop intervened. All participants who intervened toward patient-initiated harassment behavior after the workshop (n = 10) found the Sexual Harassment Toolkit helpful in addressing harassment in the moment. Conclusion Participation in a brief skills-based workshop significantly improved ophthalmologists' preparedness to respond to verbal sexual harassment by patients.

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Section: Discussionmentioning

confidence: 99%

Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists

Hock

Scruggs

Barlow

et al. 2020

Journal of Academic Ophthalmology

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“…Begin each educational experience by creating a safe learning environment conducive to questions and learning. Safe learning environments increase dialogue between members of the medical team (Wheeler et al 2018). Explain how you plan to engage and teach trainees during the rotation.…”

Section: Tipmentioning

confidence: 99%

Twelve tips for teaching in the ICU

et al. 2021

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The intensive care unit (ICU) provides unique educational opportunities for both undergraduate and postgraduate learners, including procedural training, ventilator management guidance, complex communication scenarios, and didactic lectures on dynamic topics like multi-system organ failure. However, certain challenges are inherent in this setting that can make teaching difficult. Different trainee educational backgrounds, variability in disease states, time limitations and urgent patient care considerations highlight some challenges that limit teaching opportunities. The following twelve tips address these unique aspects of the ICU environment and provide strategies to optimize teaching. These tips focus on three main goals: creating an optimal learning environment, increasing learner engagement, and critically challenging learners.

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“…It should question the purpose of racial checkboxes, identify groups who may be excluded, and ensure that data are used to promote racial equity. Training can arm clinicians to confront their own implicit biases and respond to microaggressions, [7][8][9] but should specifically address the complexities of biracial and multiracial experiences. Guided forums that explicitly invite dialogs about race can improve attitudes about race and foster a safer work environment for people of all racial backgrounds, [10][11] but they should feel inclusive to those defying categorical racial subtypes.…”

Section: Race: (Select One)mentioning

confidence: 99%

What Are You? A Biracial Physician on Nuanced Racism

2021

Ann Fam Med

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Twelve tips for responding to microaggressions and overt discrimination: When the patient offends the learner

Cited by 72 publications

References 29 publications

Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists

Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists

Twelve tips for teaching in the ICU

What Are You? A Biracial Physician on Nuanced Racism

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