Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting
Introduction Incidents of bias and microaggressions are prevalent in the clinical setting and are disproportionately experienced by racial minorities, women, and medical students. These incidents contribute to burnout. Published efforts to address these incidents are growing, but gaps remain regardi...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2021-08-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11175 |
| _version_ | 1819068140410109952 |
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| author | Michelle York Kyle Langford Mario Davidson Celeste Hemingway Regina Russell Maya Neeley Amy Fleming |
| author_facet | Michelle York Kyle Langford Mario Davidson Celeste Hemingway Regina Russell Maya Neeley Amy Fleming |
| author_sort | Michelle York |
| collection | DOAJ |
| description | Introduction Incidents of bias and microaggressions are prevalent in the clinical setting and are disproportionately experienced by racial minorities, women, and medical students. These incidents contribute to burnout. Published efforts to address these incidents are growing, but gaps remain regarding the long-term efficacy of these curricular models. We developed and longitudinally evaluated a workshop that taught medical students a framework to respond to incidents of bias or microaggressions. Methods In October 2019, 102 Vanderbilt core clerkship medical students participated in an hour-long, interactive, case-based workshop centered around the 3 D's response behavior framework: (1) direct, (2) distract, and (3) delegate. Participants were surveyed before and after the training, and both qualitative and quantitative data were collected. A refresher workshop was offered 8 months later, which added two additional D's: delay and display discomfort. Results After the workshop, respondents’ knowledge of the assessed topics improved significantly, as did their confidence in addressing both personally experienced and witnessed incidents. Respondents initially indicated a high likelihood of using response behaviors to address incidents. The workshop did not consistently modify behavioral responses to experienced or witnessed incidents. Ninety-one percent of respondents agreed the workshop was effective. Discussion This workshop provided an effective curriculum to sustainably improve participant knowledge and confidence in responding to incidents of bias and microaggressions. This resource can be adopted by educators at other institutions. |
| first_indexed | 2024-12-21T16:29:25Z |
| format | Article |
| id | doaj.art-211d603daf314c93a84c562f7693c85f |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-21T16:29:25Z |
| publishDate | 2021-08-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-211d603daf314c93a84c562f7693c85f2022-12-21T18:57:23ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652021-08-011710.15766/mep_2374-8265.11175Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical SettingMichelle York0Kyle Langford1Mario Davidson2Celeste Hemingway3Regina Russell4Maya Neeley5Amy Fleming6Medical Student, Vanderbilt University School of MedicineMedical Student, Vanderbilt University School of MedicineAssistant Professor, Department of Biostatistics, Vanderbilt University Medical CenterAssistant Professor, Department of Obstetrics and Gynecology, Vanderbilt University Medical CenterAssistant Professor, Department of Medical Education and Administration, Vanderbilt UniversityAssistant Professor, Department of Pediatrics, Vanderbilt University Medical CenterAssociate Dean of Student Affairs, Vanderbilt University School of MedicineIntroduction Incidents of bias and microaggressions are prevalent in the clinical setting and are disproportionately experienced by racial minorities, women, and medical students. These incidents contribute to burnout. Published efforts to address these incidents are growing, but gaps remain regarding the long-term efficacy of these curricular models. We developed and longitudinally evaluated a workshop that taught medical students a framework to respond to incidents of bias or microaggressions. Methods In October 2019, 102 Vanderbilt core clerkship medical students participated in an hour-long, interactive, case-based workshop centered around the 3 D's response behavior framework: (1) direct, (2) distract, and (3) delegate. Participants were surveyed before and after the training, and both qualitative and quantitative data were collected. A refresher workshop was offered 8 months later, which added two additional D's: delay and display discomfort. Results After the workshop, respondents’ knowledge of the assessed topics improved significantly, as did their confidence in addressing both personally experienced and witnessed incidents. Respondents initially indicated a high likelihood of using response behaviors to address incidents. The workshop did not consistently modify behavioral responses to experienced or witnessed incidents. Ninety-one percent of respondents agreed the workshop was effective. Discussion This workshop provided an effective curriculum to sustainably improve participant knowledge and confidence in responding to incidents of bias and microaggressions. This resource can be adopted by educators at other institutions.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11175MicroaggressionBiasBystanderAnti-RacismCase-Based Learning |
| spellingShingle | Michelle York Kyle Langford Mario Davidson Celeste Hemingway Regina Russell Maya Neeley Amy Fleming Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting MedEdPORTAL Microaggression Bias Bystander Anti-Racism Case-Based Learning |
| title | Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting |
| title_full | Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting |
| title_fullStr | Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting |
| title_full_unstemmed | Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting |
| title_short | Becoming Active Bystanders and Advocates: Teaching Medical Students to Respond to Bias in the Clinical Setting |
| title_sort | becoming active bystanders and advocates teaching medical students to respond to bias in the clinical setting |
| topic | Microaggression Bias Bystander Anti-Racism Case-Based Learning |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11175 |
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