Standardized Patients’ Perspectives on Bias in Student Encounters
Standardized Patients’ Perspectives on Bias in Student Encounters
复制标题
标准化患者对学生遭遇中的偏见的看法
DOI：
--
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Mindy Ju
中科院分区：
文献类型：
--
作者：
Angelina Fluet;Jenna Essakow;Mindy Ju
目的标准化病人诊疗法（SP）被广泛应用于卫生专业教育中，以评估受训者的临床技能。先前的文献表明，偏见会影响学生学习者的评价SP学生遭遇。了解SP如何在他们的工作中感知偏见，以及他们如何看待自己在减轻或维持模拟偏见中的作用，是解决SP学生遭遇偏见的重要第一步。方法研究人员设计了一项定性访谈研究，并于2020年7月至9月在加州大学弗朗西斯科分校Kanbar模拟中心对SP进行了16次半结构化访谈。参与者是通过有目的的抽样选择的。研究者使用归纳主题分析法对访谈进行了转录和分析。研究人员反复开会，协调代码并确定主题。结果SP识别的偏见发生在多个方向：SP到学生，学生到SP，学生到字符，SP到字符。SPs不愿给自己的偏见贴上标签，而是使用“舒适”或“偏好”等词。SP报告说，学生几乎没有偏见，因为学生正在接受评估，因此表现得很谨慎。此外，SP感知的偏见，在实施医疗保健模拟，表现为代表性不足的某些群体之间的演员和字符描述。大多数SP认为，他们应该发挥作用，减轻偏见的SP学生的遭遇，包括解决偏见发生，挑战陈规定型观念，关于文化差异的教学，和/或意识到偏见，在他们的评估学习者。结论在SP学生遭遇，偏见可以发生在许多层面上，许多人之间，包括SP和他们所描绘的字符之间。识别偏见可能存在的领域可以帮助模拟教育工作者减轻偏见。
Purpose Standardized patient (SP) encounters are widely used in health professional education to evaluate trainees’ clinical skills. Prior literature suggests that bias can influence the evaluations of student learners in SP–student encounters. Understanding how SPs perceive bias in their work and how they view their role in mitigating or perpetuating bias in simulation is an important first step in addressing bias in the SP–student encounter. Method Researchers designed a qualitative interview study and conducted 16 semistructured interviews with SPs at the University of California, San Francisco Kanbar Simulation Center from July through September of 2020. Participants were selected using purposive sampling. The interviews were transcribed and analyzed by researchers using inductive thematic analysis. Researchers met iteratively to reconcile codes and identify themes. Results SPs identified bias occurring in multiple directions: SP-to-student, student-to-SP, student-to-character, and SP-to-character. SPs were hesitant to label their own biases and instead used words such as “comfort” or “preference.” SPs reported little bias from students, because students were being evaluated and therefore behaving carefully. Additionally, SPs perceived bias in the implementation of health care simulation, which manifests as underrepresentation of certain groups amongst actors and character descriptions. Most SPs felt that they should play a role in mitigating bias in SP–student encounters, including addressing bias that occurs, challenging stereotypes, teaching about cultural differences, and/or being conscious of bias in their assessments of learners. Conclusions In the SP–student encounter, bias can occur on many levels and between many individuals, including between the SP and the character they are portraying. Identifying the areas in which bias can exist can help simulation educators mitigate bias.
影响因子：
7.6
作者：
Forscher, Patrick S.;Lai, Calvin K.;Nosek, Brian A.
通讯作者：
Nosek, Brian A.