Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students

Introduction Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. The body of evidence supporting the need for more-open discussions in medical education about race, racism, and their impact on health disparities continues to grow. Some...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Rhonda Graves Acholonu, Tiffany E. Cook, Robert O. Roswell, Richard E. Greene
Formato: article
Lenguaje:EN
Publicado: Association of American Medical Colleges 2020
Materias:
L
Acceso en línea:https://doaj.org/article/83c93443974545e9ab20db299933758d
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:83c93443974545e9ab20db299933758d
record_format dspace
spelling oai:doaj.org-article:83c93443974545e9ab20db299933758d2021-11-19T13:45:48ZInterrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students10.15766/mep_2374-8265.109692374-8265https://doaj.org/article/83c93443974545e9ab20db299933758d2020-07-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10969https://doaj.org/toc/2374-8265Introduction Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. The body of evidence supporting the need for more-open discussions in medical education about race, racism, and their impact on health disparities continues to grow. Some have advocated for the importance of bringing anti-racist pedagogy into medical education curricula, which involves explicitly attempting to move beyond people's comfort zones and acknowledging that discomfort can be a catalyst for growth. To discuss the intent and impact of microaggressions in health care settings and how we might go about responding to them, we developed a workshop for third-year undergraduate medical students within a longitudinal undergraduate medical education diversity and inclusion curriculum. Methods This workshop occurred during a regularly scheduled clerkship intersession during the 2016–2017 academic year for third-year undergraduate medical students (N = 154). Prior to the workshop, the students were asked to anonymously submit critical incident reports on any microaggressions experienced or witnessed to develop case studies for problem-based learning. Teaching modalities included lecture, problem-based learning with case studies, pair and share, and facilitated small- and large-group debriefs. Results The session was evaluated using a 4-point Likert scale to assess students' comfort in learning about the information presented. Ninety-eight percent felt confident in identifying microaggressions, and 85% felt confident in interrupting microaggressions when they occur. Discussion This personalized workshop exposes students to microaggressions personally experienced by colleagues with an attempt to interrupt them using empathy, awareness, and communication techniques.Rhonda Graves AcholonuTiffany E. CookRobert O. RoswellRichard E. GreeneAssociation of American Medical CollegesarticleMicroaggressionsBiasRacismHealth DisparitiesEmpathyCommunication SkillsMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution DOAJ
collection DOAJ
language EN
topic Microaggressions
Bias
Racism
Health Disparities
Empathy
Communication Skills
Medicine (General)
R5-920
Education
L
spellingShingle Microaggressions
Bias
Racism
Health Disparities
Empathy
Communication Skills
Medicine (General)
R5-920
Education
L
Rhonda Graves Acholonu
Tiffany E. Cook
Robert O. Roswell
Richard E. Greene
Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
description Introduction Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. The body of evidence supporting the need for more-open discussions in medical education about race, racism, and their impact on health disparities continues to grow. Some have advocated for the importance of bringing anti-racist pedagogy into medical education curricula, which involves explicitly attempting to move beyond people's comfort zones and acknowledging that discomfort can be a catalyst for growth. To discuss the intent and impact of microaggressions in health care settings and how we might go about responding to them, we developed a workshop for third-year undergraduate medical students within a longitudinal undergraduate medical education diversity and inclusion curriculum. Methods This workshop occurred during a regularly scheduled clerkship intersession during the 2016–2017 academic year for third-year undergraduate medical students (N = 154). Prior to the workshop, the students were asked to anonymously submit critical incident reports on any microaggressions experienced or witnessed to develop case studies for problem-based learning. Teaching modalities included lecture, problem-based learning with case studies, pair and share, and facilitated small- and large-group debriefs. Results The session was evaluated using a 4-point Likert scale to assess students' comfort in learning about the information presented. Ninety-eight percent felt confident in identifying microaggressions, and 85% felt confident in interrupting microaggressions when they occur. Discussion This personalized workshop exposes students to microaggressions personally experienced by colleagues with an attempt to interrupt them using empathy, awareness, and communication techniques.
format article
author Rhonda Graves Acholonu
Tiffany E. Cook
Robert O. Roswell
Richard E. Greene
author_facet Rhonda Graves Acholonu
Tiffany E. Cook
Robert O. Roswell
Richard E. Greene
author_sort Rhonda Graves Acholonu
title Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
title_short Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
title_full Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
title_fullStr Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
title_full_unstemmed Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
title_sort interrupting microaggressions in health care settings: a guide for teaching medical students
publisher Association of American Medical Colleges
publishDate 2020
url https://doaj.org/article/83c93443974545e9ab20db299933758d
work_keys_str_mv AT rhondagravesacholonu interruptingmicroaggressionsinhealthcaresettingsaguideforteachingmedicalstudents
AT tiffanyecook interruptingmicroaggressionsinhealthcaresettingsaguideforteachingmedicalstudents
AT robertoroswell interruptingmicroaggressionsinhealthcaresettingsaguideforteachingmedicalstudents
AT richardegreene interruptingmicroaggressionsinhealthcaresettingsaguideforteachingmedicalstudents
_version_ 1718420080116629504