Qualitative Analysis of Student Pharmacists’ Reflections of Harvard’s Race Implicit Association Test

Avant, Nicole D.; Weed, Elizabeth; Connelly, Chloe; Hincapie, Ana L.; Penm, Jonathan

doi:10.1016/j.cptl.2018.02.002

Cited by 35 publications

(21 citation statements)

References 29 publications

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“…A 2018 study examined implicit biases in firstyear pharmacy students. 9 Students completed the IAT and then a self-reflection analyzing whether they agreed or disagreed with the results. The majority of students, who classified themselves as White Non-Hispanic, displayed some level of preference towards Caucasians.…”

Section: Implicit Bias In Healthcare Curriculamentioning

confidence: 99%

“…When given in conjunction with the IAT, students reported newfound insight into unperceived biases, providing them the tools to be more perceptive in the future. 9,20 Prior to initiating reflection, educators must explain the "why" behind reflecting, so students understand the motivation for self-reflection. Educators must be skillfully trained, must cultivate a safe space for students to face these unconscious perceptions and feedback delivery should be considered when assessing.…”

Section: Reflectionmentioning

confidence: 99%

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The Impact of Implicit Biases in Pharmacy Education

Prasad-Reddy

Fina

Kerner

et al. 2022

American Journal of Pharmaceutical Education

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Section: Implicit Bias In Healthcare Curriculamentioning

confidence: 99%

Section: Reflectionmentioning

confidence: 99%

The Impact of Implicit Biases in Pharmacy Education

Prasad-Reddy

Fina

Kerner

et al. 2022

American Journal of Pharmaceutical Education

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“…Policies tackling racism should be in place to mitigate stereotyping attitudes, with accessible, confidential reporting systems. The Harvard Race IAT (Avant et al 2018) may be particularly useful for examiners alongside racial and culturally sensitive training to consider discrimination in practical examinations. Finally, there should be an overall increase in commitment to recruit, train and promote colleagues from migrant and ethnic minority backgrounds.…”

Section: Tip 4 Address the Differential Attainment Gapmentioning

confidence: 99%

Twelve tips for incorporating migrant and ethnic minorities in the medical curriculum and healthcare

2020

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Migrant and ethnic communities face several challenges within healthcare systems as patients, physicians and medical students. For health inequalities to be addressed, changes need to be made within our healthcare systems, starting from how the medical curriculum is taught to prospective clinicians. In this article, we present twelve ways to challenge the difficulties migrant and ethnic minorities face in healthcare by incorporating patient, physician and medical student factors into the medical school curriculum and healthcare, in a hope to change outcomes for our widely diverse population of patients and colleagues.

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“…Implicit or unconscious bias, though well studied is also a concept not willingly accepted by individuals who often see themselves as embracing culture and diversity. 5 – 6 …”

mentioning

confidence: 99%

“…Implicit biases can be identified through Harvard Implicit Association Tests (IAT). 6 , 13 Consequently, once implicit biases have been identified, it is important to take action to counter them.…”

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confidence: 99%

Navigating and Supporting Marginalized Identities in Dominant Pharmacy Spaces

Avant

Davis

2018

Innov Pharm

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Implicit or unconscious bias is one the significant contributors to inequalities. Implicit bias is a common occurrence in our society that leads to discrimination in many different institutions at various levels. If we do not mitigate our bias, we risk perpetuating inequalities in our organizations. This self-reflection reviews, in a 3-part manuscript, some of the most important issues and challenges in navigating and supporting marginalized identities in dominant spaces. Part I of the manuscript focuses on the implicit bias manifestations and the importance of self-awareness in promoting inclusivity. One of the ways in which we can create, promote, and sustain interpersonal inclusivity in our organizations is to prepare for microaggressions before they arise. Microaggressions are the common, persistent slights that non-dominant groups in our society face on a daily basis. Another way to promote inclusivity is to explore our identities to promote self-awareness and find common-ground to mitigate microaggressive behavior. This manuscript is written for three reasons. One, to provide guidance on how to navigate our marginalized identities. Two, this manuscript provides guidance on how to navigate our dominant identities. Three, this manuscript fills a gap in the field related to the experiences of those among us with marginalized identities. This autoethnography or self-reflection will help to empower not only myself but others, especially those of us at the margins (e.g., people of color, women, non-Christians, the LGBTQ community). Article Type: Commentary

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Qualitative Analysis of Student Pharmacists’ Reflections of Harvard’s Race Implicit Association Test

Cited by 35 publications

References 29 publications

The Impact of Implicit Biases in Pharmacy Education

The Impact of Implicit Biases in Pharmacy Education

Twelve tips for incorporating migrant and ethnic minorities in the medical curriculum and healthcare

Navigating and Supporting Marginalized Identities in Dominant Pharmacy Spaces

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