Using Simulation-Based Learning with Standardized Patients (SP) in an Implicit Bias Mitigation Clinician Training Program.
Using Simulation-Based Learning with Standardized Patients (SP) in an Implicit Bias Mitigation Clinician Training Program.
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DOI：
10.1177/23821205231175033
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发表时间：
2023-01
影响因子：
2.8
通讯作者：
Sabin, Janice
中科院分区：
文献类型：
--
作者：
Tjia, Jennifer;Pugnaire, Michele;Calista, Joanne;Eisdorfer, Ethan;Hale, Janet;Terrien, Jill;Valdman, Olga;Potts, Stacy;Garcia, Maria;Yazdani, Majid;Puerto, Geraldine;Okero, Miriam;Duodu, Vennesa;Sabin, Janice
关键词：
描述临床实习生内隐偏见识别和管理培训计划的开发和完善。在NIH资助的临床试验的背景下，以解决高血压管理中的医疗保健差异，学术医学中心的研究和教育教师使用参与式行动研究方法，让当地社区成员参与制定和完善“知识，意识和技能建设”偏见识别和缓解计划。该计划的目标是医疗居民和护理实践博士的学生。两次培训的内容包括：关于医疗差异、种族主义和内隐偏见的教学法;内隐联想测试（IAT）管理，以提高对个人内隐偏见的认识;减轻偏见沟通的技能建设;以及与当地社区标准化患者（SP）进行模拟接触的技能实践案例。最初的试验年招募了n = 65名跨专业参与者。参与整个设计和实施过程的社区合作伙伴和SP报告了总体积极的经验，但SP表示需要在模拟遭遇后的亲自汇报中获得更多的教师支持，以平衡权力动态。第一年的学员参与者报告的不适与密集排序的亲自教学法，IAT，和SP模拟在每两个培训课程。作为回应，作者改进了培训计划，将教学课程与IAT管理和SP模拟分开，并增加安全空间，以及学员和SP授权。最后的节目包括更多的互动讨论，重点是身份，种族和民族，以及解决与结构性种族主义有关的地方卫生系统挑战的战略。可以开发和实施偏见意识和缓解技能培训计划，该计划使用基于SP的模拟学习，并与当地社区成员合作，定制内容以解决当地患者群体的经验。需要进一步研究，以衡量在其他地方复制这种做法的成功和影响。
To describe the development and refinement of an implicit bias recognition and management training program for clinical trainees. In the context of an NIH-funded clinical trial to address healthcare disparities in hypertension management, research and education faculty at an academic medical center used a participatory action research approach to engage local community members to develop and refine a “knowledge, awareness, and skill-building” bias recognition and mitigation program. The program targeted medical residents and Doctor of Nursing Practice students. The content of the two-session training included: didactics about healthcare disparities, racism and implicit bias; implicit association test (IAT) administration to raise awareness of personal implicit bias; skill building for bias-mitigating communication; and case scenarios for skill practice in simulation-based encounters with standardized patients (SPs) from the local community. The initial trial year enrolled n = 65 interprofessional participants. Community partners and SPs who engaged throughout the design and implementation process reported overall positive experiences, but SPs expressed need for greater faculty support during in-person debriefings following simulation encounters to balance power dynamics. Initial year trainee participants reported discomfort with intensive sequencing of in-person didactics, IATs, and SP simulations in each of the two training sessions. In response, authors refined the training program to separate didactic sessions from IAT administration and SP simulations, and to increase safe space, and trainee and SP empowerment. The final program includes more interactive discussions focused on identity, race and ethnicity, and strategies to address local health system challenges related to structural racism. It is possible to develop and implement a bias awareness and mitigation skills training program that uses simulation-based learning with SPs, and to engage with local community members to tailor the content to address the experience of local patient populations. Further research is needed to measure the success and impact of replicating this approach elsewhere.
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影响因子：
4.4
作者：
Johnson, Tiffani J.;Hickey, Robert W.;Hausmann, Leslie R. M.
通讯作者：
Hausmann, Leslie R. M.
影响因子：
7.6
作者：
Greenwald, AG;Nosek, BA;Banaji, MR
通讯作者：
Banaji, MR
影响因子：
6.3
作者：
Baum, Fran;MacDougall, Colin;Smith, Danielle
通讯作者：
Smith, Danielle
DOI：
10.15766/mep_2374-8265.11168
发表时间：
2021
影响因子：
--
作者：
Gonzalez CM;Walker SA;Rodriguez N;Noah YS;Marantz PR
通讯作者：
Marantz PR
影响因子：
2.3
作者：
Raja, Sheela;Hasnain, Memoona;Rajagopalan, Chelsea
通讯作者：
Rajagopalan, Chelsea