Best Intentions: Using the Implicit Associations Test to Promote Reflection About Personal Bias

Gill, Anne; Thompson, Britta M.; Teal, Cayla R.; Shada, Rachel; Frugé, Ernest; Villarreal, Gracielia; Patton, C. S.; Haidet, Paul

doi:10.15766/mep_2374-8265.7792

Cited by 21 publications

(21 citation statements)

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“…Though the intervention requires skilled facilitators as resources, the discussion trigger is publicly available and small-group sessions can be conducted as a part of other courses. 16 Finally, with all its limitations, this remains one of the few studies that specifically examined how students think about managing bias. The emergent strategies and the students' shifts in their planned use offer new information for educators to consider when designing interventions regarding provider bias.…”

Section: Discussionmentioning

confidence: 99%

When Best Intentions Aren’t Enough: Helping Medical Students Develop Strategies for Managing Bias about Patients

et al. 2010

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Section: Discussionmentioning

confidence: 99%

When Best Intentions Aren’t Enough: Helping Medical Students Develop Strategies for Managing Bias about Patients

et al. 2010

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“…Specifically, we designed a discussion that highlighted: 1) the experience of taking the test, 2) the relationship between implicit bias and clinical practice, 3) identification of bias within one's own practice, and 4) potential ways to mitigate bias. We developed a facilitator guide by modifying a previously designed guide from Baylor College of Medicine accessed on the Association of American Medical Colleges’ MedEd Portal …”

Section: Development Processmentioning

confidence: 99%

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Zeidan

Khatri

Aysola

et al. 2018

AEM Education and Training

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Objective: Prior research suggests that health care providers are susceptible to implicit biases, specifically prowhite biases, and that these may contribute to health care disparities by influencing physician behavior. Despite these findings, implicit bias training is not currently embedded into emergency medicine (EM) residency training and few studies exist that evaluate the effectiveness of implicit bias training on awareness during residency conference. We sought to conduct a mixed-methods program evaluation of a formalized educational intervention targeted on the topic of implicit bias. Methods:We used a design thinking framework to develop a curricular intervention. The intervention consisted of taking the Harvard Implicit Association Test (IAT) on race to introduce the concept of implicit bias, followed by a facilitated discussion to explore participant's perceptions on whether implicit bias may lead to variations in care. The facilitated discussion was audio recorded, transcribed, and coded for emerging themes. An online survey assessed participant awareness of these topics before and after the intervention and was analyzed using paired t-tests. Results: After the intervention, participant's awareness of their individual implicit biases increased by 33.3%(p = 0.003) and their awareness of how their IAT results influences how they deliver care to patients increased by 9.1% (p = 0.03). Emerging themes included skepticism of the implicit bias test results with the desire to have "neutral" results, acknowledgment that pattern recognition may lead to "blind spots" in care, recognition that bias exists on a personal and systemic level, and interest in regular educational interventions to address implicit bias.Conclusions: This novel educational intervention on implicit bias resulted in improvement in participants' awareness of their implicit biases and how it may affect their patient care. Our intervention can serve as a model for other residency programs to develop and implement an intervention to create awareness of implicit bias and its potential impact on patient care.

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“…7 In the past decade, several training programs have developed curricula on structural racism and implicit bias for medical students and residents. [8][9][10][11][12][13][14][15] However, few curricula have focused on faculty members as learners rather than teachers of these topics or engaged faculty and trainees together. [16][17][18] This paucity of either team-or faculty-focused curricula is problematic.…”

Section: Introductionmentioning

confidence: 99%

“…HER is unique compared to other curricula in MedEdPORTAL [8][9][10][11][12][13][14] in that we designed it for an interdisciplinary audience spanning training levels. Additionally, we utilized real cases from our own institutions as a foundation for discussion that involved providers, patients, and families sharing their experiences.…”

Section: Introductionmentioning

confidence: 99%

Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees

et al. 2019

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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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Best Intentions: Using the Implicit Associations Test to Promote Reflection About Personal Bias

Cited by 21 publications

References 0 publications

When Best Intentions Aren’t Enough: Helping Medical Students Develop Strategies for Managing Bias about Patients

When Best Intentions Aren’t Enough: Helping Medical Students Develop Strategies for Managing Bias about Patients

Implicit Bias Education and Emergency Medicine Training: Step One? Awareness

Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees

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