Evidence map›Paper›PMID 33556288›Full record

ArticleMedical teacher2021

Twelve tips for teaching implicit bias recognition and management.

Cristina M Gonzalez, Monica L Lypson, Javeed Sukhera

Abstract read
In one paragraph

Article in Medical teacher, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 40 papers.

0numbers the graph read from it
0cells of the map it votes in
40citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

40 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Cristina M GonzalezDepartment of Medicine, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY, USA.ORCID 0000-0002-9779-6548
Monica L LypsonDepartment of Medicine, The George Washington University School of Medicine and Health Sciences, Washington D.C, USA.ORCID 0000-0002-1450-9380
Javeed SukheraDepartments of Psychiatry/Paediatrics and Scientist, Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry Western University Canada, London, Canada.ORCID 0000-0001-8146-4947

Funding

Does Implicit Bias Influence Medical Decision-Making? Developing and Validating Novel Models and Outcome MetricsK23MD014178 · NIMHD · NEW YORK UNIVERSITY SCHOOL OF MEDICINE · PI GONZALEZ, CRISTINA M · 2019 to 2023
$853k
NIMHD NIH HHS K23 MD014178
6 · The paper itself

Abstract

Implicit biases describe mental associations that affect our actions in an unconscious manner. We can hold certain implicit biases regarding members of certain social groups. Such biases can perpetuate health disparities by widening inequity and decreasing trust in both healthcare and medical education. Despite the widespread discourse about bias in medical education, teaching and learning about the topic should be informed by empirical research and best practice. In this paper, the authors provide a series of twelve tips for teaching implicit bias recognition and management in medical education. Each tip provides a specific and practical strategy that is theoretically and empirically developed through research and evaluation. Ultimately, these twelve tips can assist educators to incorporate implicit bias instruction across the continuum of medical education to improve inequity and advance justice.

Indexed as

Education, MedicalStudents, MedicalBiasBias, ImplicitHumansLearningTeachingClinicalclinical skillscommunication skillsinstructional designprofessionalism

Identifiers

PMID33556288
PMCPMC8349376

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.