Engaging faculty in a workshop intervention on overcoming the influence of implicit bias.
Engaging faculty in a workshop intervention on overcoming the influence of implicit bias.
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DOI：
10.1017/cts.2021.796
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发表时间：
2021
影响因子：
2.6
通讯作者：
Topp S
中科院分区：
文献类型：
--
作者：
Carnes M;Sheridan J;Fine E;Lee YG;Filut A;Topp S
要研究任何教育干预对教师的有效性，首先需要他们参加培训。本研究使用出勤率作为教师参与的衡量标准，作为多地点研究的一部分，研究了与参加研讨会的医学部门各部门教师百分比相关的因素。在2018年10月至2020年3月期间，14个医学部门120个部门的4767名教师中的1675名参加了一个3小时的面对面研讨会，这是减少内科偏见（BRIM）计划的一部分。本文描述了车间的开发和研究设计。每个学部的教员人数从5人到296人不等。出勤率从2.7%到90.1%不等。采用质量改进的方法，研究团队集思广益，构建了多个部门和机构层面的变量，并利用层次线性模型评估了各因素对车间出勤率的影响。以下因素与讲习班出勤率呈正相关：部门主管参加了讲习班，BRIM首席研究员进行了医学大查房，以及完成培训的当地讲习班主持人的百分比。当部门确定了5个以上的现场研究领导时，研讨会出勤率就会下降。与较高的研讨会出席率相关的因素可能增加了参加研讨会的感知地位和价值，导致教师选择研讨会而不是其他竞争需求。对于未来研究教育干预的研究者，需要在多个地点的临床部门教师的参与，这项工作提供了一些宝贵的经验教训。
To study the effectiveness of any educational intervention for faculty requires first that they attend the training. Using attendance as a measure of faculty engagement, this study examined factors associated with the percentage of faculty in divisions of departments of medicine who attended a workshop as part of a multisite study. Between October 2018 and March 2020, 1675 of 4767 faculty in 120 divisions of 14 departments of medicine attended a 3-hour in-person workshop as part of the Bias Reduction in Internal Medicine (BRIM) initiative. This paper describes the workshop development and study design. The number of faculty per division ranged from 5 to 296. Attendance rates varied from 2.7% to 90.1%. Taking a quality improvement approach, the study team brainstormed factors potentially related to variations in workshop attendance, constructed several division- and institution-level variables, and assessed the significance of factors on workshop attendance with hierarchical linear models. The following were positively associated with workshop attendance rate: the division head attended the workshop, the BRIM principal investigator gave Medical Grand Rounds, and the percentage of local workshop presenters who completed training. Workshop attendance rates fell when departments identified more than five on-site study leaders. Factors associated with higher workshop attendance may have increased the perceived status and value of attending the workshop, leading faculty to choose the workshop over other competing demands. For future investigators studying educational interventions that require participation of faculty in clinical departments at multiple sites, this work offers several valuable lessons.
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DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
--
作者：
Damschroder LJ;Aron DC;Keith RE;Kirsh SR;Alexander JA;Lowery JC
通讯作者：
Lowery JC
影响因子：
5.7
作者：
Green, ML;Gross, CP;Holmboe, ES
通讯作者：
Holmboe, ES
DOI：
10.1108/s1529-212620140000019012
发表时间：
2014-01-01
期刊：
GENDER TRANSFORMATION IN THE ACADEMY
影响因子：
--
作者：
Fine, Eve;Sheridan, Jennifer;Wendt, Amy
通讯作者：
Wendt, Amy
DOI：
10.1016/j.riob.2012.10.001
发表时间：
2012-01-01
期刊：
RESEARCH IN ORGANIZATIONAL BEHAVIOR: AN ANNUAL SERIES OF ANALYTICAL ESSAYS AND CRITICAL REVIEWS, VOL 32
影响因子：
--
作者：
Martell, Richard F.;Emrich, Cynthia G.;Robison-Cox, James
通讯作者：
Robison-Cox, James
影响因子：
4.1
作者：
Lai, Calvin K.;Marini, Maddalena;Nosek, Brian A.
通讯作者：
Nosek, Brian A.