ArticleJournal of general internal medicine2019
A Qualitative Study of New York Medical Student Views on Implicit Bias Instruction: Implications for Curriculum Development.
Article in Journal of general internal medicine, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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Who cites it
24 citing papers in PubMed.
- Resident, Faculty, and Latino/a/x Patient Perspectives on Racism: A Mixed-Methods Study to Inform Anti-Racism and Advocacy Curricula.Journal of general internal medicine · 2026Article
- Finding the right words: A skills-based curriculum using verbal procedures to address implicit bias in clinical encounters.Patient education and counseling · 2025Article
- Black Men's Patient-Clinician Experiences: Pathways to Enhanced Healthcare Outcomes in the United States.Healthcare (Basel, Switzerland) · 2025Article
- Implicit bias assessment by career stage in medical education training: a narrative review.BMC medical education · 2025Review
- Medical students' motivations for participating in an elective focused on social inequalities and health disparities.Advances in health sciences education : theory and practice · 2024Article
- Recommendations for Faculty Development in Addressing Implicit Bias in Clinical Encounters and Clinical Learning Environments.Journal of general internal medicine · 2024Article
- Cultural Competence in Ophthalmic Dispensing Education: A Qualitative Study.Advances in medical education and practice · 2024Article
- A scoping review to identify and organize literature trends of bias research within medical student and resident education.BMC medical education · 2023Article
- Implicit bias instruction across disciplines related to the social determinants of health: a scoping review.Advances in health sciences education : theory and practice · 2023Article
- Screening the "Invisible Population" of Older Adult Patients for Prescription Pain Reliever Non-Medical Use and Use Disorders.Substance use & misuse · 2023Article
- What Happened and Why: Responding to Racism, Discrimination, and Microaggressions in the Clinical Learning Environment.MedEdPORTAL : the journal of teaching and learning resources · 2022Article
- Understanding Healthcare Students' Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings.International journal of environmental research and public health · 2021Review
- Twelve tips for teaching implicit bias recognition and management.Medical teacher · 2021Article
- Implicit Bias Recognition and Management: Tailored Instruction for Faculty.Journal of the National Medical Association · 2021Article
- Building residents' competence to support diverse, equitable, and inclusive environments in emergency medicine must start with the milestones.AEM education and training · 2021Article
- Qualitative analysis of medical student reflections on the implicit association test.Medical education · 2021Article
- Validity evidence for a novel instrument assessing medical student attitudes toward instruction in implicit bias recognition and management.BMC medical education · 2021Article
- How Assumptions and Preferences Can Affect Patient Care: An Introduction to Implicit Bias for First-Year Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- It Can Be Done! A Skills-Based Elective in Implicit Bias Recognition and Management for Preclinical Medical Students.Academic medicine : journal of the Association of American Medical Colleges · 2020Article
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6 authors.
Funding
Abstract
backgroundFor at least the past two decades, medical educators have worked to improve patient communication and health care delivery to diverse patient populations; despite efforts, patients continue to report prejudice and bias during their clinical encounters. Targeted instruction in implicit bias recognition and management may promote the delivery of equitable care, but students at times resist this instruction. Little guidance exists to overcome this resistance and to engage students in implicit bias instruction; instruction over time could lead to eventual skill development that is necessary to mitigate the influence of implicit bias on clinical practice behaviors.
objectiveTo explore student perceptions of challenges and opportunities when participating in implicit bias instruction. APPROACH: We conducted a qualitative study that involved 11 focus groups with medical students across each of the four class years to explore their perceptions of challenges and opportunities related to participating in such instruction. We analyzed transcripts for themes. KEY
resultsOur analysis suggests a range of attitudes toward implicit bias instruction and identifies contextual factors that may influence these attitudes. The themes were (1) resistance; (2) shame; (3) the negative role of the hidden curriculum; and (4) structural barriers to student engagement. Students expressed resistance to implicit bias instruction; some of these attitudes are fueled from concerns of anticipated shame within the learning environment. Participants also indicated that student engagement in implicit bias instruction was influenced by the hidden curriculum and structural barriers.
conclusionsThese insights can inform future curriculum development efforts. Considerations related to instructional design and programmatic decision-making are highlighted. These considerations for implicit bias instruction may provide useful frameworks for educators looking for opportunities to minimize student resistance and maximize engagement in multi-session instruction in implicit bias recognition and management.
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