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Setrini A. Using Racial Justice Principles in Medical-Legal Partnership Design and Implementation. J Law Med Ethics 2024; 51:757-763. [PMID: 38477268 PMCID: PMC10937169 DOI: 10.1017/jme.2023.159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/14/2024]
Abstract
Medical-legal partnerships (MLPs) have the potential to address racial health disparities by improving the conditions that constitute the social determinants of health. In order to live up to this potential, these partnerships must intentionally incorporate seven core racial justice principles into their design and implementation. Otherwise, they are likely to replicate the systemic barriers that lead to racialized health disparities.
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Affiliation(s)
- Alice Setrini
- LOYOLA UNIVERSITY CHICAGO SCHOOL OF LAW, CHICAGO, IL, USA
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Austin SC, McIntosh K, Girvan EJ. National patterns of vulnerable decision points in school discipline. J Sch Psychol 2024; 102:101259. [PMID: 38143096 DOI: 10.1016/j.jsp.2023.101259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 03/28/2023] [Accepted: 10/26/2023] [Indexed: 12/26/2023]
Abstract
In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent to which there was similarity among the strongest VDPs within each school. Last, we directly compared the VDP that contributed most to disparities in each school to situations with the highest rates of office discipline referrals (ODRs) to identify the extent of agreement with overall school discipline patterns. We found the most common VDPs within schools to be subjective behaviors (e.g., defiance, disruption) in classrooms throughout the day, with ODRs for physical aggression contributing notably to disparities among the top 10 VDPs. The strongest single VDP accounted for an average of 17% of racial disparities across the school and the top three VDPs accounted for 37% of disparities. The strongest three VDPs within schools also were remarkably consistent across behavior and location. Finally, there was moderate agreement between situations with the most ODRs and those with the strongest racial disparities, with 63% of schools in the sample having VDPs identical to their situations with most ODRs. In the absence of prescriptive analysis of their own school data, the results of this study provide school leaders and intervention researchers with more precise, promising targets for intervention to increase educational equity.
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Barber Doucet H, Wilson T, Vrablik L, Wing R. Implicit Bias and Patient Care: Mitigating Bias, Preventing Harm. MedEdPORTAL 2023; 19:11343. [PMID: 37731596 PMCID: PMC10507144 DOI: 10.15766/mep_2374-8265.11343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 06/08/2023] [Indexed: 09/22/2023]
Abstract
Introduction Simulation is a valuable and novel tool in the expanding approach to racism and bias education for medical practitioners. We present a simulation case focused on identifying and addressing the implicit bias of a consultant to teach bias mitigation skills and limit harm to patients and families. Methods Learners were presented with a case of a classic toddler's fracture in an African American child. The learners interacted with an orthopedic resident who insisted on child welfare involvement, with nonspecific and increasingly biased concerns about the child/family. The learners were expected to identify that this case was not concerning for nonaccidental trauma and that the orthopedic resident was demonstrating bias. They were expected to communicate with both the resident and the parent effectively to defuse the situation and prevent harm from reaching the family. A debrief and an anonymous survey followed the case. Results Seventy-five learners participated, including pediatric and emergency medicine residents, fellows, attendings, and medical students. After the case, the majority of learners expressed confidence that they could recognize racial bias in the care of a patient (90%), ensure patient care was not influenced by racial bias (88%), and utilize a tool to frame a concern about bias (79%). Discussion Participants felt that this simulation was relevant and effective and overall left the experience feeling confident in their abilities to identify and manage racially biased patient care. This anti-racist simulation offers an important skill-building opportunity that has been well received by learners.
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Affiliation(s)
- Hannah Barber Doucet
- Assistant Professor, Division of Pediatric Emergency Medicine, Department of Pediatrics, Boston University School of Medicine
| | - Taneisha Wilson
- Assistant Professor, Department of Emergency Medicine, Warren Alpert Medical School of Brown University
| | - Lauren Vrablik
- Third-Year Fellow, Division of Pediatric Emergency Medicine, Department of Emergency Medicine, Warren Alpert Medical School of Brown University
| | - Robyn Wing
- Associate Professor, Division of Pediatric Emergency Medicine, Departments of Emergency Medicine and Pediatrics, Warren Alpert Medical School of Brown University and Rhode Island Hospital/Hasbro Children's Hospital, and Director of Pediatric Simulation, Lifespan Medical Simulation Center
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Schwab SM, Silva PL. Intellectual Humility: How Recognizing the Fallibility of Our Beliefs and Owning Our Limits May Create a Better Relationship Between the Physical Therapy Profession and Disability. Phys Ther 2023; 103:pzad056. [PMID: 37265361 DOI: 10.1093/ptj/pzad056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 01/09/2023] [Accepted: 05/27/2023] [Indexed: 06/03/2023]
Abstract
Despite the many advancements over the history of the profession, physical therapy remains in a somewhat paradoxical relationship with disability. The physical therapist profession values disability as diversity but continues to focus on the normalization of body functions as the primary means to promote functionality in people with disability. This focus, consistent with a medicalized view of disability, may prevent physical therapists from empowering individuals with disability to explore alternative, yet effective, perceptual-motor strategies to achieve their functional goals. Additionally, recent research documents implicit, negative biases of physical therapists and physical therapist assistants toward people with disability, again consistent with the medicalized view that disability is the product of an imperfectly functioning body. Dominant underlying beliefs in any profession are often difficult to counter because they are so pervasive, and those beliefs can be reinforced and made stronger when challenged. The purpose of this Perspective article is to introduce physical therapists to a rising construct in psychology-intellectual humility-that may help to facilitate the profession's relationship with disability. Intellectual humility is predicated on recognizing the fallibility of one's beliefs and related practices. Intellectual humility is a promising construct for physical therapy to address the disability paradox and confront implicit attitudes that have served as the basis for many dominant ideas about disability. This Perspective synthesizes views and evidence from the behavioral and social sciences, philosophy, and critical disability studies to contribute to the ongoing evolution of the profession with respect to disability. IMPACT The development of enhanced intellectual humility in physical therapy may help to challenge long-held beliefs among physical therapists about disability-many of which are unnoticed, unquestioned, and difficult to counter.
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Affiliation(s)
- Sarah M Schwab
- Department of Rehabilitation, Exercise, and Nutrition Sciences, University of Cincinnati, Cincinnati, Ohio, USA
| | - Paula L Silva
- Department of Psychology, Center for Cognition, Action, & Perception, University of Cincinnati, Cincinnati, Ohio, USA
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Kasparek SW, Rosen ML, Lurie LA, Cikara M, Sambrook K, Cvencek D, Meltzoff AN, McLaughlin KA. Differentiating Between Us & Them: Reduced In-Group Bias as a Novel Mechanism Linking Childhood Violence Exposure with Internalizing Psychopathology. Res Child Adolesc Psychopathol 2023; 51:961-975. [PMID: 36862283 PMCID: PMC9979122 DOI: 10.1007/s10802-023-01035-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2023] [Indexed: 03/03/2023]
Abstract
Strong in-group bonds, facilitated by implicit favoritism for in-group members (i.e., in-group bias), promote mental health across development. Yet, we know little about how the development of in-group bias is shaped by early-life experiences. Childhood violence exposure is known to alter social information processing biases. Violence exposure may also influence social categorization processes, including in-group biases, in ways that influence risk for psychopathology. We examined associations of childhood violence exposure with psychopathology and behavioral and neural indices of implicit and explicit bias for novel groups in children followed longitudinally across three time points from age 5 to 10 years old (n = 101 at baseline; n = 58 at wave 3). To instantiate in-group and out-group affiliations, youths underwent a minimal group assignment induction procedure, in which they were randomly assigned to one of two groups. Youth were told that members of their assigned group shared common interests (in-group) and members of the other group did not (out-group). In pre-registered analyses, violence exposure was associated with lower implicit in-group bias, which in turn was associated prospectively with higher internalizing symptoms and mediated the longitudinal association between violence exposure and internalizing symptoms. During an fMRI task examining neural responses while classifying in-group and out-group members, violence-exposed children did not exhibit the negative functional coupling between vmPFC and amygdala to in-group vs. out-group members that was observed in children without violence exposure. Reduced implicit in-group bias may represent a novel mechanism linking violence exposure with the development of internalizing symptoms.
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Affiliation(s)
| | - Maya L Rosen
- Department of Psychology, Harvard University, Cambridge, MA, USA
- Program in Neuroscience, Smith College, Northampton, MA, USA
| | - Lucy A Lurie
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Mina Cikara
- Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Kelly Sambrook
- Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Dario Cvencek
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA
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Klawetter S, Weikel B, Roybal K, Cetin N, Uretsky MC, Bourque SL, Hall A, Hwang SS, Neu M, Palau MA, Scott J, Shah P, Greenfield JC. Social Determinants of Health and Parenting Self-Efficacy Among Mothers of Preterm Infants. J Soc Social Work Res 2023; 14:411-429. [PMID: 37441191 PMCID: PMC10336838 DOI: 10.1086/716303] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/15/2023]
Abstract
Objective To explore the relationships between social and environmental factors and parenting self-efficacy (PSE) among mothers of preterm infants hospitalized in neonatal intensive care units (NICUs) using a social determinants of health (SDoH) framework. Method We analyzed data from a prospective cohort study that included 187 mother-infant dyads admitted to four NICUs in the Mountain West region between June 2017 and December 2019. We used multivariable linear regression models to assess the independent associations between maternal and infant characteristics and PSE. Results Our final multiple linear regression model predicting the efficacy score including maternal race/ethnicity, age, insurance, employment status before giving birth, gestational age, depression, and having other children was significant (F(12,160) = 3.17, p = .0004, adjusted R¬2 = .131). Significant predictors of PSE were race/ethnicity (β= 3.3, p = .022), having another child/children (β= 4.2, p = .005), and depression (β= -4.2, p = .004). Conclusions Findings suggest that social workers and medical practitioners should consider SDoH, such as insurance type, household income, and employment, along with traditional clinical indicators when assessing families' infant care needs. Social workers, medical practitioners, and researchers should be mindful of how implicit bias may influence the allocation of care and parental supports.
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Affiliation(s)
- Susanne Klawetter
- Portland State University, School of Social Work, PO Box 751-SSW, Portland, OR 97207
| | - Blair Weikel
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Kristi Roybal
- University of Denver Graduate School of Social Work, 2148 S. High St., Denver, CO 80208
| | - Nazan Cetin
- Portland State University, School of Social Work, PO Box 751-SSW, Portland, OR 97207
| | - Mathew C Uretsky
- Portland State University, School of Social Work, PO Box 751-SSW, Portland, OR 97207
| | - Stephanie L Bourque
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Anne Hall
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Sunah S Hwang
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Madalynn Neu
- University of Colorado, College of Nursing, 13120 E. 19 Ave, C-288-18, Aurora, CO 80045
| | - Mauricio A Palau
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Jessica Scott
- University of Colorado, School of Medicine, 13121 East 17 Avenue, Education 2 South, Mailstop 8402, Aurora, CO 80045
| | - Pari Shah
- University of Denver Graduate School of Social Work, 2148 S. High St., Denver, CO 80208
| | - Jennifer C Greenfield
- University of Denver Graduate School of Social Work, 2148 S. High St., Denver, CO 80208
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Gonzalez CM, Walker SA, Rodriguez N, Noah YS, Marantz PR. Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students. MedEdPORTAL 2021; 17:11168. [PMID: 34277934 PMCID: PMC8275619 DOI: 10.15766/mep_2374-8265.11168] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 05/05/2021] [Indexed: 05/21/2023]
Abstract
Introduction Students desire instruction in skill development to address both their own implicit biases and bias perceived in the learning environment. Curricula to date achieve strategy identification through reflection and discussion but do not provide opportunity for personally relevant skill development and practice in implicit bias recognition and management. To address this gap, we developed and evaluated a skills-based elective in implicit bias recognition and management focused on learners' own interpersonal interactions, including patient encounters, and perceived bias in the learning environment. Method Fifteen first-year medical students completed the nine-session elective over three annual offerings. Each session lasted 1.5 hours. Curriculum development was informed by published frameworks and transformative learning theory. Direct observation of student performances in role-plays and other active learning exercises constituted the formative assessment. Program evaluation focused on the impact of instruction through pre- and posttests, along with analysis of notes taken by the investigative team, including notes on formative assessments. Results Students engaged with all aspects of instruction, including role-plays. Pretest/posttest results demonstrated increased self-reported knowledge and comfort in addressing perceived bias. Formative assessment demonstrated students' skill development in safely and respectfully addressing perceived bias in the learning environment without endangering their relationships with supervisors. Discussion Skills developed-addressing bias in interpersonal encounters and perceived bias in clinical and teaching encounters-are relevant to learners throughout their careers. This course is relevant to medical students and trainees at various experience levels and could serve as a template for novel, skills-based curricula across health professions.
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Affiliation(s)
- Cristina M. Gonzalez
- Professor, Department of Medicine, Albert Einstein College of Medicine and Montefiore Medical Center
| | - Sydney A. Walker
- Medical Student, Oregon Health & Science University School of Medicine
| | - Natalia Rodriguez
- Medical Student, Perelman School of Medicine at the University of Pennsylvania
| | | | - Paul R. Marantz
- Associate Dean for Clinical Research Education and Professor, Departments of Medicine and Epidemiology & Population Health, Albert Einstein College of Medicine
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Gonzalez CM, Nava S, List J, Liguori A, Marantz PR. How Assumptions and Preferences Can Affect Patient Care: An Introduction to Implicit Bias for First-Year Medical Students. MedEdPORTAL 2021; 17:11162. [PMID: 34263027 PMCID: PMC8236500 DOI: 10.15766/mep_2374-8265.11162] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 04/04/2021] [Indexed: 05/25/2023]
Abstract
INTRODUCTION Instruction in implicit bias is becoming prevalent across the spectrum of medical training. Little education exists for preclinical students, and guidance for faculty to facilitate such education is minimal. To address these gaps, we designed and delivered a single session for incoming first-year medical students and developed a facilitator training program. METHODS One faculty member delivered a 1-hour, multimedia, interactive lecture to all first-year medical students. Students subsequently met in small groups with trained facilitators. Activities included reflection, guided debriefing, and strategy identification to become aware of when they might be making an assumption causing them to jump to a conclusion about someone. The program evaluation consisted of aggregated student strategies and facilitator feedback during postsession debriefs, both analyzed through thematic analysis. RESULTS We delivered instruction to 1,098 students. Student strategies resulted in three themes: (1) humility, (2) reflection, and (3) partnering. The postsession debriefs uncovered opportunities to enhance the session. Lessons learned included presenting material to an entire class at once, allowing students to engage in dynamic discussion in the small groups, eliminating anonymous polling in the small groups, and highlighting management of implicit bias as essential to professional development. DISCUSSION Our instructional design enabled first-year medical students to identify at least one strategy to use when implicit biases are activated. The large-group session was deliverable by one faculty member, and volunteers successfully facilitated small-group sessions after only one training session, making this model a feasible innovation to reach an entire medical school class at the same time.
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Affiliation(s)
- Cristina M. Gonzalez
- Professor, Department of Medicine, Montefiore Medical Center, Albert Einstein College of Medicine
| | - Stephanie Nava
- Research Assistant, Department of Medicine, Albert Einstein College of Medicine
| | - Julie List
- Principal Associate, Department of Family and Social Medicine, Albert Einstein College of Medicine
| | - Alyssa Liguori
- Research Assistant, Department of Medicine, Albert Einstein College of Medicine
| | - Paul R. Marantz
- Professor, Department of Epidemiology and Population Health, Albert Einstein College of Medicine; Professor, Department of Medicine, Albert Einstein College of Medicine; Associate Dean for Clinical Research Education, Albert Einstein College of Medicine
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Villarmea S. A philosophy of birth: if you want to change the world, change the conversation. Open Res Eur 2021; 1:65. [PMID: 37645191 PMCID: PMC10445893 DOI: 10.12688/openreseurope.13333.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/28/2021] [Indexed: 08/31/2023]
Abstract
This essay is about why and how we should introduce birth into the canon of subjects explored by philosophy. Birth care brings to the fore fascinating philosophical questions: is a woman in labour a subject with full rights in practice as well as in theory? Can a labouring woman exercise her autonomy in a situation of maximum vulnerability but also maximum lucidity and awareness, as characterises the work of giving birth? What is the relationship between agency, capacity, and pain during and between contractions? Birth care proposes key questions relating to knowledge, freedom, and what it means to be a human being. Nonetheless, giving birth continues to be a blind spot in contemporary prevailing philosophy. My approach to a philosophy of birth aligns with one of the aims of contemporary philosophy; I explore the relationship between knowledge and emancipatory action in the relatively unchartered waters of birth and delivery, to create an epistemology that is sensitive to feminism and embodiment. What I propose to achieve through a philosophy of birth is a new logos for genos -a radically new meditation on origin and birth. How we understand our origin and the practices that bring us into being reveals our humanity. The lived experiences of women and their situated knowledge challenge widely-held assumptions about rationality, about what it is to be a birthing woman and what it is to have agency and capacity in the delivery suite. A philosophy of birth enables us to navigate the stormy waters of contemporary obstetric practice towards a new and radical logos for genos -an embodied genealogy which not only redresses imbalances of gender, but also addresses life and happiness.
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Affiliation(s)
- Stella Villarmea
- Logic and Theoretic Philosophy, Complutense University of Madrid, Madrid, 28040, Spain
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Ellison J, Gunther C, Campbell MB, English R, Lazarus C. Critical Consciousness as a Framework for Health Equity-Focused Peer Learning. MedEdPORTAL 2021; 17:11145. [PMID: 33937521 PMCID: PMC8079426 DOI: 10.15766/mep_2374-8265.11145] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Accepted: 02/18/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Recognizing the need to teach concepts of health equity, diversity, and inclusion as a part of medical students' preclinical training, we developed a series of workshops in the first year of medical school that introduced students to issues of discrimination and inequity and their effects on health outcomes. This student-led, faculty-supported project, known as Critical Consciousness in Medicine (CCM), adopted critical consciousness as a guiding principle for student learning. METHODS Over the course of the 2018-2019 academic year, student leaders developed and delivered five 2-hour workshops to 197 first-year students, with the assistance of student facilitators and input and guidance from faculty advisors. Workshops involved a mix of whole-class presentations and small-group discussions. Session topics included identity and interpersonal relationships, privilege, health disparities, and implicit bias. RESULTS Paired t-test analysis showed statistically significant growth in student self-ratings related to CCM learning objectives as measured in the end-of-year pre-/postsurvey. Student comments in year-end reflections further suggested learning, self-assessment, growth, and appreciation for the workshops' place in the preclinical curriculum. DISCUSSION This project modeled a student-faculty partnership for approaching diversity, inclusion, and health equity in medical education and highlighted the role of students as leaders in educating their peers. The CCM workshop series demonstrated high acceptability as a component of preclinical medical education and may increase student engagement around social issues in health care. CCM also illustrated the promise of using critical consciousness as an approach to educating medical students about equity, diversity, and inclusion.
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Affiliation(s)
- Jonte Ellison
- Fourth-Year Medical Student, LSU Health New Orleans School of Medicine
| | - Chris Gunther
- Fourth-Year Medical Student, LSU Health New Orleans School of Medicine
| | - Mary Beth Campbell
- Graduate Student, Tulane University School of Public Health and Tropical Medicine
| | - Robin English
- Assistant Dean for Undergraduate Medical Education, LSU Health New Orleans School of Medicine
| | - Cathy Lazarus
- Associate Dean for Student Affairs, LSU Health New Orleans School of Medicine
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Abstract
INTRODUCTION Health profession schools have acknowledged the need for a diverse workforce by increasing diversity in recruitment, but little has been done to build inclusive excellence in learning environments. Microaggressions and other forms of mistreatment can increase stress levels and depression and negatively impact academic performance. To increase student performance, retention, and wellness, mitigating microaggressions is needed to promote an inclusive culture. METHODS We designed this workshop as a framework to think critically about microaggressions, how they impact the health professions academic environment, and how administrators, faculty, and students can promote inclusion excellence. The workshop included a presentation discussing microaggression theory, seven cases describing microaggressions in the health professions education environment, and discussion and facilitator guides. Cases were based on prior research conducted by the primary author and upon interactions authors shared from their professional experience. Participants completed pre- and postsurveys. RESULTS During six workshops at three different institutions, 138 out of 190 participants (73% response rate), including nursing and medicine faculty, students, and leadership, completed the pre- and postsurveys. Pre- and posttraining measurements found statistically significant improvements in participants' knowledge of the impact of microaggressions, self-efficacy in responding to microaggressions, and commitment to being an active bystander in the face of microaggressions. Participants were highly satisfied with the training. DISCUSSION This humanistic, case-based learning curriculum allows facilitators to guide faculty, student, and leadership conversations to build skills to promote inclusion excellence through preventing microaggressions, repairing and reestablishing relationships, and restoring reputations once microaggressions occur.
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Affiliation(s)
- Kupiri Ackerman-Barger
- Associate Dean of Health Equity, Diversity and Inclusion, Betty Irene Moore School of Nursing at University of California, Davis; Co-Director, Center for a Diverse Healthcare Workforce, University of California, Davis, School of Medicine
- Corresponding author:
| | - N. Nicole Jacobs
- Associate Dean of Diversity and Inclusion, Office of Diversity and Inclusion, University of Nevada, Reno, School of Medicine
| | - Regina Orozco
- Doctoral Student, Betty Irene Moore School of Nursing at University of California, Davis
| | - Maya London
- Junior Specialist, Center for a Diverse Healthcare Workforce, University of California, Davis, School of Medicine
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Thomas B, Booth-McCoy AN. Blackface, Implicit Bias, and the Informal Curriculum: Shaping the Healthcare Workforce, and Improving Health. J Natl Med Assoc 2020; 112:533-540. [PMID: 32646723 DOI: 10.1016/j.jnma.2020.05.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 05/04/2020] [Accepted: 05/19/2020] [Indexed: 11/28/2022]
Abstract
Blackface, Implicit Bias, and the Informal Curriculum: Shaping the Healthcare Workforce, and Improving Health. BACKGROUND/PURPOSE Health disparities disproportionately affect minority populations and are due to multiple factors including discrimination and implicit bias. Biases are ubiquitous throughout society, including the educational and healthcare environment. In health care it is at the patient-provider level that our biases play a major role in patient care exhibiting a rippling effect going beyond individual provider biases affecting not only patients and families but all members of the healthcare team. METHODS Although biases are in play across the entire medical school curriculum the most significant impact is during clerkships. During clerkships students are exposed to and prone to adopt and internalize identities and traits that may run counter to the basic tenants of medicine and the Hippocratic tradition of non-maleficence, beneficence, and compassion. Implicit biases develop early, are difficult to change and as shown by recent allegations of political figures appearing in blackface remain intact into adulthood. CONCLUSION/RECOMMENDATIONS At the institutional level biases can be addressed and mitigated through cultural humility and implicit bias training, training in culturally and linguistically appropriate services, increased workforce diversity through support of STEM- based enrichment programs and curriculum changes that include clinical vignettes emphasizing the effects of race, gender, sexual orientation, and ethnicity, on access and quality of care; reflective writing and small group sessions that provide safe spaces for students; and experiential learning in underserved communities. Resulting in an educational environment that directly addresses the role of implicit bias, racism, and discrimination in individual and population health.
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Affiliation(s)
- Billy Thomas
- University of Arkansas for Medical Sciences, 4301 West Markham, Little Rock, AR, 72204, USA.
| | - Amber N Booth-McCoy
- University of Arkansas for Medical Sciences, 4301 West Markham, Little Rock, AR, 72204, USA
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Perdomo J, Tolliver D, Hsu H, He Y, Nash KA, Donatelli S, Mateo C, Akagbosu C, Alizadeh F, Power-Hays A, Rainer T, Zheng DJ, Kistin CJ, Vinci RJ, Michelson CD. Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees. MedEdPORTAL 2019; 15:10858. [PMID: 32166114 PMCID: PMC7050660 DOI: 10.15766/mep_2374-8265.10858] [Citation(s) in RCA: 57] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
INTRODUCTION The medical community recognizes the importance of confronting structural racism and implicit bias to address health inequities. Several curricula aimed at teaching trainees about these issues are described in the literature. However, few curricula exist that engage faculty members as learners rather than teachers of these topics or target interdisciplinary audiences. METHODS We developed a longitudinal case conference curriculum called Health Equity Rounds (HER) to discuss and address the impact of structural racism and implicit bias on patient care. The curriculum engaged participants across training levels and disciplines on these topics utilizing case-based discussion, evidence-based exercises, and two relevant conceptual frameworks. It was delivered quarterly as part of a departmental case conference series. We evaluated HER's feasibility and acceptability by tracking conference attendance and administering postconference surveys. We analyzed quantitative survey data using descriptive statistics and qualitatively reviewed free-text comments. RESULTS We delivered seven 1-hour HER conferences at our institution from June 2016 to June 2018. A mean of 66 participants attended each HER. Most survey respondents (88% or more) indicated that HER promoted personal reflection on implicit bias, and 75% or more indicated that HER would impact their clinical practice. DISCUSSION HER provided a unique forum for practitioners across training levels to address structural racism and implicit bias. Our aim in dissemination is to provide meaningful tools for others to adapt at their own institutions, recognizing that HER should serve as a component of larger, multifaceted efforts to decrease structural racism and implicit bias in health care.
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Affiliation(s)
- Joanna Perdomo
- General Academic Pediatrics Fellow, Boston Children's Hospital
- Corresponding author:
| | - Destiny Tolliver
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Heather Hsu
- Assistant Professor, Department of Pediatrics, Boston Medical Center
- Assistant Professor, Department of Pediatrics, Boston University School of Medicine
| | - Yuan He
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Katherine A. Nash
- Instructor, Department of Pediatrics, Boston Medical Center
- Instructor, Department of Pediatrics, Boston University School of Medicine
| | | | - Camila Mateo
- Health Services Research Fellow, Boston Children's Hospital
| | - Cynthia Akagbosu
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Faraz Alizadeh
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Alexandra Power-Hays
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Tyler Rainer
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Daniel J. Zheng
- Resident, Department of Pediatrics, Boston Children's Hospital
- Resident, Department of Pediatrics, Boston Medical Center
| | - Caroline J. Kistin
- Assistant Professor, Department of Pediatrics, Boston Medical Center
- Assistant Professor, Department of Pediatrics, Boston University School of Medicine
| | - Robert J. Vinci
- Professor, Department of Pediatrics, Boston Medical Center
- Professor, Department of Pediatrics, Boston University School of Medicine
| | - Catherine D. Michelson
- Assistant Professor, Department of Pediatrics, Boston Medical Center
- Assistant Professor, Department of Pediatrics, Boston University School of Medicine
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14
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Claus ED, Klimaj SD, Chavez R, Martinez AD, Clark VP. A Randomized Trial of Combined tDCS Over Right Inferior Frontal Cortex and Cognitive Bias Modification: Null Effects on Drinking and Alcohol Approach Bias. Alcohol Clin Exp Res 2019; 43:1591-1599. [PMID: 31081924 DOI: 10.1111/acer.14111] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Accepted: 05/07/2019] [Indexed: 01/12/2023]
Abstract
BACKGROUND Deriving novel treatments for alcohol use disorders (AUDs) is of critical importance, as existing treatments are only modestly effective for reducing drinking. Two promising strategies for treating AUDs include cognitive bias modification (CBM) and transcranial direct current stimulation (tDCS). While each strategy has shown positive results in reducing drinking or alcohol-related constructs (e.g., craving), initial tests of the combination of CBM and tDCS have shown mixed results. The present study investigated the degree to which combining CBM and tDCS (2.0 mA anodal current over F10) could reduce alcohol approach biases and alcohol consumption. METHODS Seventy-nine at-risk drinkers were randomized to 1 of 4 conditions in a 2 × 2 factorial design: verum CBM/verum tDCS, verum CBM/sham tDCS, sham CBM/verum tDCS, or sham CBM/sham tDCS. Participants completed a baseline assessment of alcohol approach bias and drinking quantity/frequency (i.e., drinks per drinking day [DDD] and percent heavy drinking days [PHDD]), 4 sessions of combined CBM and tDCS, and follow-up assessments of approach bias and alcohol consumption. RESULTS Results indicated that while participants did demonstrate significant alcohol approach biases at baseline, neither CBM, tDCS, nor the interaction reduced the bias at the follow-up. In addition, there was evidence of a trend toward reducing DDD from baseline to the 1-week/1-month follow-ups, but there was no significant effect of the intervention on either DDD or PHDD. CONCLUSIONS These results partially replicated null results presented in similar CBM/tDCS trials and suggest that this combination, at least with anodal stimulation over dorsolateral or inferior frontal sites, may have limited utility to reduce drinking.
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Affiliation(s)
- Eric D Claus
- The Mind Research Network, Albuquerque, New Mexico
| | | | - Roberta Chavez
- Center on Alcoholism, Substance Abuse, and Addiction, University of New Mexico, Albuquerque, New Mexico
| | - Amber D Martinez
- Center on Alcoholism, Substance Abuse, and Addiction, University of New Mexico, Albuquerque, New Mexico
| | - Vincent P Clark
- The Mind Research Network, Albuquerque, New Mexico.,Psychology Clinical Neuroscience Center, Department of Psychology, University of New Mexico, Albuquerque, New Mexico
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15
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Mayfield JJ, Ball EM, Tillery KA, Crandall C, Dexter J, Winer JM, Bosshardt ZM, Welch JH, Dolan E, Fancovic ER, Nañez AI, De May H, Finlay E, Lee SM, Streed CG, Ashraf K. Beyond Men, Women, or Both: A Comprehensive, LGBTQ-Inclusive, Implicit-Bias-Aware, Standardized-Patient-Based Sexual History Taking Curriculum. MedEdPORTAL 2017; 13:10634. [PMID: 30800835 PMCID: PMC6338175 DOI: 10.15766/mep_2374-8265.10634] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Accepted: 08/31/2017] [Indexed: 05/08/2023]
Abstract
Introduction This standardized-patient-based module prepares medical students to take inclusive, comprehensive sexual histories from patients of all sexual orientations and gender identities. Health disparities faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) people are at least partially the result of inadequate access to health care and insufficient provider training. This module incorporates implicit bias activities to emphasize the important role providers can play in mitigating these disparities through compassionate, competent care. Furthermore, two of the three included cases highlight the negative impact sexual dysfunction can have on emotional well-being. Methods Over 3 hours, students participate in a 30-minute large-group lecture and three 40-minute small-group standardized patient encounters with debrief. Prework consists of a short video on sexual history taking, assigned readings, and an implicit bias activity. These materials are included in this resource, along with lecture slides, facilitator guide, and standardized patient cases. Though the cases are adaptable to all levels of medical education, this module is designed for second-year and early third-year medical students. Results Qualitative student evaluations were positive, and postparticipation surveys revealed statistically significant improvement in comfort with their ability to take a sexual history in general, and take one from patients with a differing sexual orientation. Deployed in the second year of our Doctoring curriculum, this module continues to receive positive evaluations. Discussion Introducing these skills begins to address the curricular deficiencies seen across medical education and lays the foundation for a more competent health care workforce to address the needs of LGBTQ patients.
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Affiliation(s)
- Jacob J. Mayfield
- Intern, Internal Medicine Residency Program, University of California, San Francisco, School of Medicine
- Recent Graduate, University of New Mexico School of Medicine
| | - Emily M. Ball
- Recent Graduate, University of New Mexico School of Medicine
- Intern, Emergency Medicine Residency Program, Jackson Memorial Hospital
| | - Kory A. Tillery
- Medical Student, University of New Mexico School of Medicine
| | - Cameron Crandall
- Professor, Department of Emergency Medicine, University of New Mexico School of Medicine
- Vice Chair for Research, Department of Emergency Medicine, University of New Mexico School of Medicine
- Director of LGBTQ Diversity and Inclusion, University of New Mexico Health Science Center
| | - Julia Dexter
- Medical Student, University of New Mexico School of Medicine
| | | | | | - Jason H. Welch
- Medical Student, University of New Mexico School of Medicine
| | - Ella Dolan
- Medical Student, University of New Mexico School of Medicine
| | - Edward R. Fancovic
- Professor, Division of General Internal Medicine in the Department of Internal Medicine, University of New Mexico School of Medicine
- Executive Director of Assessment and Learning, University of New Mexico School of Medicine
| | - Andrea I. Nañez
- Recent Graduate, University of New Mexico School of Medicine
- Intern, Obstetrics & Gynecology Residency Program, Kaiser Permanente Medical Group (Northern California)/San Francisco
| | - Henning De May
- Student, MD/PhD Program, University of New Mexico School of Medicine
| | - Esmé Finlay
- Assistant Professor, Division of Palliative Medicine in the Department of Internal Medicine, University of New Mexico School of Medicine
| | - Staci M. Lee
- Assistant Professor, Division of Infectious Diseases in the Department of Internal Medicine, University of New Mexico School of Medicine
- Adjunct Instructor, School of Education, Johns Hopkins University
| | - Carl G. Streed
- Fellow, Division of General Internal Medicine & Primary Care, Brigham and Women's Hospital
| | - Khizer Ashraf
- Occupational Therapy Student, University of New Mexico School of Medicine
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16
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Abstract
INTRODUCTION Many medical schools provide opportunities for students to learn about health disparities, social determinants of health, and the role physicians play in promoting health equity. The family medicine clerkship exposes medical students to these topics to help them understand the health status of patients. A multielement curriculum was incorporated into the core family medicine clerkship to provide the full medical school class exposure to community medicine and was updated in 2014 to increase the emphasis on clinical correlation of community medicine concepts. METHODS This curriculum consists of a community medicine orientation, a community-based experience, a didactic session, and a reflection paper. The orientation serves as an introduction to the course, and the community-based experience provides hands-on understanding of community medicine. The didactic session encompasses a half-day session of preparatory work, team-based exercises, an interactive lecture, individual reflection, and a seminar-style discussion. Students share their experience with the curriculum in their reflection papers. RESULTS Since 2014, 286 have students completed the updated curriculum, and reactions have been highly favorable. Most students have agreed or strongly agreed that the sessions met the learning objectives. Student preparation was demonstrated by individual quiz scores (average: 87%, n = 93). Learning and behavior change were evaluated using structured rubric scoring of reflection papers (average: 94%, n = 67). DISCUSSION Overall, this community medicine curriculum includes a variety of learning experiences for medical students to gain knowledge, attitudes, and skills that are applicable to care in all specialties and may be easily adapted to use in other settings.
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Affiliation(s)
- Rebecca Bernstein
- Assistant Professor, Department of Family and Community Medicine, Medical College of Wisconsin
- Corresponding author:
| | - Leslie Ruffalo
- Assistant Professor, Department of Family and Community Medicine, Medical College of Wisconsin
| | - Douglas Bower
- Professor, Department of Family and Community Medicine, Medical College of Wisconsin
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