Implicit Bias Recognition and Management: Tailored Instruction for Faculty.
Implicit Bias Recognition and Management: Tailored Instruction for Faculty.
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DOI：
10.1016/j.jnma.2021.05.003
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发表时间：
2021-10
影响因子：
3.3
通讯作者：
Gonzalez CM
中科院分区：
文献类型：
--
作者：
Rodriguez N;Kintzer E;List J;Lypson M;Grochowalski JH;Marantz PR;Gonzalez CM
内隐偏见教学在整个医学教育中越来越普遍。在常规临床诊疗过程中，教师对内隐偏见的认识和汇报几乎没有指导。评估单一研讨会对隐性偏倚的影响和可行性，以及在临床环境中管理隐性偏倚的方法。在2016年9月至2017年11月期间，作者在美国纽约的三个不同的学术医疗中心进行了五次部门/部门大查房。教学提供了关于隐性偏见的背景信息，强调了其与临床护理的相关性，并讨论了拟议的干预措施。为了评估指导的影响，参与者完成了一个12项的回顾性干预前/干预后调查。问题涉及识别和管理内隐偏见的舒适度和信心，与学习者的汇报，以及角色建模行为。参与者通过自由文本提示识别和管理潜在偏见事件的策略。作者定性分析了参与者的识别策略。我们收到了来自203名参与者的116份完整调查（57%的回复率）。参与者自我报告的信心和舒适度增加了所有的问题。定性分析产生了三个主题：向内看，向外看，在个人和机构层面采取行动。在一次会议后，受访者报告说，他们对这个话题的信心和舒适度有所增加。他们确定了与其专业背景相关的战略，这些战略可以为未来基于技能的干预措施提供信息。对于响应内隐偏见培训呼吁的医疗机构来说，这种方法有很大的希望。这是可行的，可以通过通常的大型圆桌会议方案向广大受众宣传，作为这种培训的有效早期步骤。
Implicit bias instruction is becoming more prevalent across the continuum of medical education. Little guidance exists for faculty on recognizing and debriefing about implicit bias during routine clinical encounters. To assess the impact and feasibility of single seminars on implicit bias and the approach to its management in clinical settings. Between September 2016 and November 2017, the authors delivered five departmental/divisional grand rounds across three different academic medical centers in New York, USA. Instruction provided background information on implicit bias, highlighted its relevance to clinical care, and discussed proposed interventions. To evaluate the impact of instruction participants completed a twelve-item retrospective pre-intervention/post-intervention survey. Questions related to comfort and confidence in recognizing and managing implicit bias, debriefing with learners, and role-modeling behaviors. Participants identified strategies for recognizing and managing potentially biased events through free text prompts. Authors qualitatively analyzed participants’ identified strategies. We received 116 completed surveys from 203 participants (57% response rate). Participants self-reported confidence and comfort increased for all questions. Qualitative analysis resulted in three themes: looking inward, looking outward, and taking action at individual and institutional levels. After a single session, respondents reported increased confidence and comfort with the topic. They identified strategies relevant to their professional contexts which can inform future skills-based interventions. For healthcare organizations responding to calls for implicit bias training, this approach has great promise. It is feasible and can reach a wide audience through usual grand rounds programming, serving as an effective early step in such training.
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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：
4.4
作者：
Ericsson, K. Anders
通讯作者：
Ericsson, K. Anders
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：
--
作者：
Epstein, Nancy E
通讯作者：
Epstein, Nancy E
影响因子：
6
作者：
Downing, SM
通讯作者：
Downing, SM