Display options
Cite
Gonzalez CM, Garba RJ, Liguori A, et al. How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Acad Med. 2018;93(11):S74-S81doi: 10.1097/ACM.0000000000002386.
Gonzalez, C. M., Garba, R. J., Liguori, A., Marantz, P. R., McKee, M. D., & Lypson, M. L. (2018). How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Academic medicine : journal of the Association of American Medical Colleges, 93(11), S74-S81. https://doi.org/10.1097/ACM.0000000000002386
Gonzalez, Cristina M, et al. "How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development." Academic medicine : journal of the Association of American Medical Colleges vol. 93,11 (2018): S74-S81. doi: https://doi.org/10.1097/ACM.0000000000002386
Gonzalez CM, Garba RJ, Liguori A, Marantz PR, McKee MD, Lypson ML. How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Acad Med. 2018 Nov;93(11):S74-S81. doi: 10.1097/ACM.0000000000002386. PMID: 30365433; PMCID: PMC6211195.
Copy Download .nbib Format: NLM
Share it on

Acad Med. 2018 Nov;93(11):S74-S81. doi: 10.1097/ACM.0000000000002386.

How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development.

Academic medicine : journal of the Association of American Medical Colleges

Cristina M Gonzalez, Ramya J Garba, Alyssa Liguori, Paul R Marantz, M Diane McKee, Monica L Lypson

Affiliations

  1. C.M. Gonzalez is associate professor of medicine, Albert Einstein College of Medicine, Bronx, New York, scholar, Macy Faculty Scholars Program, and former scholar, Robert Wood Johnson Foundation, Amos Medical Faculty Development Program. R.J. Garba is a doctoral candidate, Department of Educational Psychology, University of Texas at Austin, Austin, Texas. A. Liguori is research assistant, Albert Einstein College of Medicine, Bronx, New York. P.R. Marantz is associate dean for clinical education and professor, Departments of Medicine and Epidemiology & Population Health, Albert Einstein College of Medicine, Bronx, New York. M.D. McKee is codirector and professor, Division of Research, Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York. M.L. Lypson is director of medical and dental education, Office of Academic Affiliations, Department of Veterans Affairs, Washington, DC, clinical professor of medicine, George Washington University School of Medicine and Health Sciences, Washington, DC, and adjunct clinical professor of medicine and learning health sciences, George Washington University, Washington, DC, and University of Michigan Medical School, Ann Arbor, Michigan.

PMID: 30365433 PMCID: PMC6211195 DOI: 10.1097/ACM.0000000000002386

Abstract

PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.

METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts.

RESULTS: Participants identified challenges that affect their ability to facilitate instruction in implicit bias. Faculty described the influence of their own background and identities as well as the influence of institutional values on their ability to facilitate implicit bias discussions. They noted the impact of resistant learners and faculty during discussions and made suggestions for institutional measures including the need for implementation of formalized longitudinal implicit bias curricula and faculty development.

CONCLUSIONS: Faculty facilitating sessions on implicit bias must attend faculty development sessions to be equipped to deal with some of the challenges they may face. Buy-in from institutional leadership is essential for successful implementation of implicit bias teaching, and medical educators need to consider formalized longitudinal curricula addressing the recognition and management of implicit biases.

References

  1. Acad Med. 2018 Jan;93(1):35-40 - PubMed
  2. Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: P):S93-S99 - PubMed
  3. J Gen Intern Med. 2015 Dec;30(12):1748-56 - PubMed
  4. J Spinal Cord Med. 2015 Jan;38(1):102-10 - PubMed
  5. Health Commun. 2017 Apr;32(4):401-408 - PubMed
  6. J Gen Intern Med. 2010 May;25 Suppl 2:S115-8 - PubMed
  7. BMC Med Educ. 2006 May 26;6:31 - PubMed
  8. Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: P):S1-S6 - PubMed
  9. J Gen Intern Med. 2007 Sep;22(9):1231-8 - PubMed
  10. J Gen Intern Med. 2000 Jul;15(7):503-8 - PubMed
  11. Qual Health Res. 2003 Jul;13(6):781-820 - PubMed
  12. J Gen Intern Med. 2007 Jun;22(6):882-7 - PubMed
  13. Med Teach. 2013 Apr;35(4):e1082-9 - PubMed
  14. Acad Med. 2015 Dec;90(12):1636-40 - PubMed
  15. Ann Fam Med. 2013 Jan-Feb;11(1):43-52 - PubMed
  16. J Gen Intern Med. 2008 Jul;23(7):1028-32 - PubMed
  17. Acad Med. 2017 Mar;92(3):285-288 - PubMed
  18. Acad Med. 1994 Nov;69(11):861-71 - PubMed
  19. Med Educ. 2017 May;51(5):521-530 - PubMed
  20. J Gen Intern Med. 1999 Jun;14(6):341-6 - PubMed
  21. Am J Public Health. 2012 May;102(5):988-95 - PubMed
  22. Acad Med. 2008 Oct;83(10):976-81 - PubMed
  23. Med Educ Online. 2016 Nov 25;21:33145 - PubMed
  24. Acad Med. 2013 Oct;88(10):1442-9 - PubMed
  25. Group Process Intergroup Relat. 2016 Jul;19(4):528-542 - PubMed
  26. Teach Learn Med. 2014;26(1):64-71 - PubMed
  27. Ann Intern Med. 2018 May 15;168(10):721-723 - PubMed
  28. Acad Med. 1998 Apr;73(4):403-7 - PubMed
  29. Acad Med. 2014 Jun;89(6):928-33 - PubMed
  30. Med Educ. 2012 Jan;46(1):80-8 - PubMed
  31. Acad Med. 2009 Jun;84(6):782-7 - PubMed
  32. Am J Public Health. 2012 May;102(5):979-87 - PubMed
  33. Med Educ. 2012 Sep;46(9):887-93 - PubMed
  34. J Pers Soc Psychol. 1998 Jun;74(6):1464-80 - PubMed

MeSH terms

Publication Types

Grant support