Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty

Introduction Physicians and students of all backgrounds should be prepared to interact with patients of various socioeconomic, racial, ethnic, gender, religious, and sexual orientation identities. The approach described here emphasizes how important it is for physicians and physicians-in-training to...

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Autores principales:	Candace J. Chow, Gretchen A. Case, Cheryl E. Matias
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Social Identity Social Identification Identity Awareness Privilege Health Equity Bias Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/863915ae48904ad0b6a414a4443b803a
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spelling	oai:doaj.org-article:863915ae48904ad0b6a414a4443b803a2021-11-22T14:02:04ZTools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty10.15766/mep_2374-8265.108642374-8265https://doaj.org/article/863915ae48904ad0b6a414a4443b803a2019-12-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10864https://doaj.org/toc/2374-8265Introduction Physicians and students of all backgrounds should be prepared to interact with patients of various socioeconomic, racial, ethnic, gender, religious, and sexual orientation identities. The approach described here emphasizes how important it is for physicians and physicians-in-training to develop self-awareness before engaging with patients. Methods Over the course of 6 months, we conducted workshops on identity awareness for four groups: (1) fourth-year medical students (N = 6), (2) first-year medical students (N = 88), (3) faculty and staff (N = 11), and (4) residents/fellows (N = 4). Exercises in this workshop prompted learners to reflect on the development of social and professional identities through the use of an identity wheel activity, a group reading about professional identity formation, and a hands-on activity modeling social inequity. Results Our analysis of responses to pre- and postsurveys indicated that learners in the first-year medical student group (N = 88) experienced increased awareness and acknowledgment of social identity, professional identity, professional relationships, and the concepts of privilege and difference following participation in this workshop. Discussion These exercises guide learners toward critical thinking about privilege and identity to better prepare them for culturally inclusive patient interactions. These materials can be used with physicians at various levels of training. The earlier they are used, the more time learners will have to reflect on social and professional identities before interacting with patients.Candace J. ChowGretchen A. CaseCheryl E. MatiasAssociation of American Medical CollegesarticleSocial IdentitySocial IdentificationIdentity AwarenessPrivilegeHealth EquityBiasMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social Identity Social Identification Identity Awareness Privilege Health Equity Bias Medicine (General) R5-920 Education L
spellingShingle	Social Identity Social Identification Identity Awareness Privilege Health Equity Bias Medicine (General) R5-920 Education L Candace J. Chow Gretchen A. Case Cheryl E. Matias Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
description	Introduction Physicians and students of all backgrounds should be prepared to interact with patients of various socioeconomic, racial, ethnic, gender, religious, and sexual orientation identities. The approach described here emphasizes how important it is for physicians and physicians-in-training to develop self-awareness before engaging with patients. Methods Over the course of 6 months, we conducted workshops on identity awareness for four groups: (1) fourth-year medical students (N = 6), (2) first-year medical students (N = 88), (3) faculty and staff (N = 11), and (4) residents/fellows (N = 4). Exercises in this workshop prompted learners to reflect on the development of social and professional identities through the use of an identity wheel activity, a group reading about professional identity formation, and a hands-on activity modeling social inequity. Results Our analysis of responses to pre- and postsurveys indicated that learners in the first-year medical student group (N = 88) experienced increased awareness and acknowledgment of social identity, professional identity, professional relationships, and the concepts of privilege and difference following participation in this workshop. Discussion These exercises guide learners toward critical thinking about privilege and identity to better prepare them for culturally inclusive patient interactions. These materials can be used with physicians at various levels of training. The earlier they are used, the more time learners will have to reflect on social and professional identities before interacting with patients.
format	article
author	Candace J. Chow Gretchen A. Case Cheryl E. Matias
author_facet	Candace J. Chow Gretchen A. Case Cheryl E. Matias
author_sort	Candace J. Chow
title	Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
title_short	Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
title_full	Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
title_fullStr	Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
title_full_unstemmed	Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty
title_sort	tools for discussing identity and privilege among medical students, trainees, and faculty
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/863915ae48904ad0b6a414a4443b803a
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_version_	1718417562931298304

Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty

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