Qualitative analysis of medical student reflections on the implicit association test.
Qualitative analysis of medical student reflections on the implicit association test.
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DOI：
10.1111/medu.14468
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发表时间：
2021-06
影响因子：
6
通讯作者：
Sukhera J
中科院分区：
文献类型：
--
作者：
Gonzalez CM;Noah YS;Correa N;Archer-Dyer H;Weingarten-Arams J;Sukhera J
卫生专业教育工作者使用内隐联想测试(IAT)来提高学习者对内隐偏见的认识，这往往会引起强烈的情绪反应。一旦情绪反应随之而来，学习者反应和策略识别之间的差距仍然相对较少被探索。为了更好地了解学习者如何识别偏见缓解策略，作者探索了医学生在临床部分培训期间对接受IAT的经验的看法，以及由此产生的反馈。美国纽约州布朗克斯市的医学生参加了一个90分钟的关于内隐偏见的会议。这项研究的分析重点是会后叙述性作业，邀请他们参加基于种族的IAT，并描述他们对IAT结果的反应以及对他们未来作为医生的工作的影响。作者采用建构主义扎根理论方法论的研究方法，对2013-2019年随机抽取的180篇去身份论文进行了分析。有临床经验的医学生通过一个连续体来回应IAT，包括他们对IAT的反应，接受偏见以及努力确定策略，以及确定一系列策略以减轻偏见对临床护理的影响。IAT的结果在学生中引发了深刻的情感反应，并促进了对先前假设的质疑，导致了范式的转变。与这些深刻而有意义的反思形成意外对比的是，学生很少选择确定一种策略，而那些确实提供了较少细微差别的策略。尽管学生们接受了自己的隐性偏见，并希望提供不偏不倚的照顾，但他们很难找到减轻偏见的策略，这是技能发展的关键前提。教育工作者应该努力扩大教学，以弥合学生接受偏见和培养管理偏见的技能之间的鸿沟，以改善他们的临床遭遇的结果。
Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexplored. To better understand how learners may identify bias mitigation strategies, the authors explored perspectives of medical students during the clinical portion of their training to the experience of taking the IAT, and the resulting feedback. Medical students in Bronx, NY, USA participated in one 90-minute session on implicit bias. The focus of analysis for this study is the post-session narrative assignment inviting them to take the race-based IAT and describe both their reaction to and the implications of their IAT results on their future work as physicians. The authors analyzed 180 randomly selected de-identified essays completed from 2013–2019 using an approach informed by constructivist grounded theory methodology. Medical students with clinical experience respond to the IAT through a continuum that includes their reactions to the IAT, acceptance of bias along with a struggle for strategy identification, and identification of a range of strategies to mitigate the impact of bias on clinical care. Results from the IAT invoked deep emotional reactions in students, and facilitated a questioning of previous assumptions, leading to paradigm shifts. An unexpected contrast to these deep and meaningful reflections was that students rarely chose to identify a strategy, and those that did provided strategies that were less nuanced. Despite accepting implicit bias in themselves and desiring to provide unbiased care, students struggled to identify bias mitigation strategies, a crucial prerequisite to skill development. Educators should endeavor to expand instruction to bridge the chasm between students’ acceptance of bias and skill development in management of bias to improve the outcomes of their clinical encounters.
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DOI：
10.1097/acm.0000000000002386
发表时间：
2018-11
期刊：
Academic medicine : journal of the Association of American Medical Colleges
影响因子：
--
作者：
Gonzalez CM;Garba RJ;Liguori A;Marantz PR;McKee MD;Lypson ML
通讯作者：
Lypson ML
影响因子：
7.4
作者：
Jarvis-Selinger, Sandra;MacNeil, Kimberley A.;Holmes, Cheryl L.
通讯作者：
Holmes, Cheryl L.
影响因子：
3.5
作者：
Gonzalez, Cristina M.;Deno, Maria L.;McKee, M. Diane
通讯作者：
McKee, M. Diane
影响因子：
1.7
作者：
Balakrishnan, Karthik;Arjmand, Ellis M.
通讯作者：
Arjmand, Ellis M.
DOI：
10.15766/mep_2374-8265.10523
发表时间：
2016-12-28
影响因子：
--
作者：
Brooks, Katherine C;Rougas, Steven;George, Paul
通讯作者：
George, Paul