"I Didn't Know What to Say": Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach.
"I Didn't Know What to Say": Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach.
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DOI：
10.15766/mep_2374-8265.10971
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发表时间：
2020-07-31
影响因子：
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通讯作者：
Smith, Joseph
中科院分区：
文献类型：
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作者：
Sotto-Santiago, Sylk;Mac, Jacqueline;Smith, Joseph
简介：学术医学长期以来一直面临着解决卫生不平等问题的挑战，反思这些问题如何助长结构性种族主义，并使健康的负面社会决定因素永久化。最近，我们创造了关于种族主义，歧视和微观侵略（RDM）的对话机会。因此，我们创建了一个专业发展计划，鼓励参与者（1）公开讨论RDM及其在学术界的影响，（2）学习解决和应对RDM的工具，以及（3）朝着创造包容性环境的方向发展。目标受众包括机构领导人，教师，学员，专业人员，和卫生保健teams.Methods：我们试图通过整合反种族主义戏剧教学，介绍概念知识，实践沟通工具，以满足研讨会的目标。为了评估学习和评估我们的工作坊，参与者完成了一个前和postsurvey.Results：结果显示，30名参与者在参加工作坊后，更舒适地讨论与种族/民族，性别认同/表达，性取向和精神有关的问题。在这两个研讨会之前，有信心开始对话的学习者的比例从29%到54%不等。研讨会结束后，感到自信的学习者比例从58%到92%不等。最大的增长，100%，观察到在发起对话的信心水平有关种族/ethnication.Discussion：尽管医学教育的文化能力和机构的承诺使命声明，价值多样性，公平，包容和正义，专业发展的机会是有限的。与会者一致认为，参加这样一个讲习班对他们的专业工作具有相关性和重要性。
Introduction: Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams.Methods: We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey.Results: Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity.Discussion: Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work.