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Helping Medical Students Recognize the Effects of Their Biases on Patient Care

Learning or Performance Objectives: Participants will identify implicit biases and prejudices that impact clinicians’ interaction with patients. They will discover tools to assist educators and learners to identify bias, to engage in constructive discussions about implicit bias, and to thereby improve healthcare quality.

Background:  Emerging data points to implicit racial bias as a cause of disparity in maternal health outcomes between women of color and white women. The perceptions, and biases healthcare providers formulate, based upon patients’ skin color, impact the way we render care. Oftentime, we are unaware of the effects of our biases on the clinical decisions we make. As multi-disciplinary teams work to eradicate these disparities, we need to train healthcare providers to identify the effects of their biases. Workshop agenda: This workshop will review recent findings of implicit bias in healthcare, teach participants a mechanism for identifying their own biases, and empower participants to train learners and faculty to identify bias.

Participants will engage in interactive clinical scenarios, assigning patients to categories. They will identify what implicit biases affect their choices. They will learn facilitative language for clarifying biases, discover available resources for identifying biases and updating attitudes and behaviors, and will receive a take-home tool-kit.

Interactive component:  Interactive media usage during large group presentation. Categorization of patients. Small group breakouts reviewing clinical scenarios and discussing challenges of identifying biases.

Take-home product: (1) Checklist of key components for implicit bias identification, (2) Model for bias clarification activities for faculty and learners, (3) Clinical scenarios.

Topics: Faculty Development Seminar, 2020, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Patient Care, Professionalism, Interpersonal & Communication Skills, GME, UME, Problem-Based Learning, Team-Based Learning, Public Health, Advocacy,

General Information


Intended
Audience
Student,Resident,Faculty,Clerkship Director,Osteopathic Faculty,Residency Director,
Competencies
Addressed
Patient Care,Professionalism,Interpersonal & Communication Skills,
Educational
Continuum
GME,UME,
Educational
Focus
Problem-Based Learning,Team-Based Learning,Public Health,Advocacy,
Clinical Focus

Author Information

Hedwige Saint Louis, MD; Morehouse School of Medicine; Amber Watters, MD; Morehouse School of Medicine; Colby Previte, MD; University of Rochester

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