Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students.
Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students.
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DOI：
10.15766/mep_2374-8265.11168
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发表时间：
2021
影响因子：
--
通讯作者：
Marantz PR
中科院分区：
文献类型：
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作者：
Gonzalez CM;Walker SA;Rodriguez N;Noah YS;Marantz PR
学生希望在技能发展的指导，以解决自己的隐性偏见和偏见的学习环境中感知。迄今为止，课程通过反思和讨论实现了战略识别，但没有提供机会，为个人相关的技能发展和实践中的隐性偏见识别和管理。为了解决这一差距，我们开发和评估了一个基于技能的选修课程，重点是学习者自己的人际交往，包括病人的遭遇，以及学习环境中的感知偏见。15名一年级医学生在三年的课程中完成了九次选修。每次会议持续1.5小时。课程开发是根据已公布的框架和变革性学习理论进行的。直接观察学生在角色扮演和其他主动学习练习中的表现构成了形成性评估。项目评估的重点是通过前测和后测对教学的影响，沿着分析调查小组的笔记，包括形成性评估的笔记。学生参与教学的各个方面，包括角色扮演。前测/后测结果表明，增加自我报告的知识和舒适度，在解决感知偏见。形成性评估表明，学生的技能发展，在安全和尊重解决感知偏见的学习环境，而不危及他们与上司的关系。技能开发-解决人际交往中的偏见和临床和教学专家的感知偏见-与学习者的整个职业生涯有关。这门课程与不同经验水平的医学生和受训人员有关，可以作为卫生专业新颖的技能课程的模板。
Students desire instruction in skill development to address both their own implicit biases and bias perceived in the learning environment. Curricula to date achieve strategy identification through reflection and discussion but do not provide opportunity for personally relevant skill development and practice in implicit bias recognition and management. To address this gap, we developed and evaluated a skills-based elective in implicit bias recognition and management focused on learners' own interpersonal interactions, including patient encounters, and perceived bias in the learning environment. Fifteen first-year medical students completed the nine-session elective over three annual offerings. Each session lasted 1.5 hours. Curriculum development was informed by published frameworks and transformative learning theory. Direct observation of student performances in role-plays and other active learning exercises constituted the formative assessment. Program evaluation focused on the impact of instruction through pre- and posttests, along with analysis of notes taken by the investigative team, including notes on formative assessments. Students engaged with all aspects of instruction, including role-plays. Pretest/posttest results demonstrated increased self-reported knowledge and comfort in addressing perceived bias. Formative assessment demonstrated students' skill development in safely and respectfully addressing perceived bias in the learning environment without endangering their relationships with supervisors. Skills developed—addressing bias in interpersonal encounters and perceived bias in clinical and teaching encounters—are relevant to learners throughout their careers. This course is relevant to medical students and trainees at various experience levels and could serve as a template for novel, skills-based curricula across health professions.