ArticleMedEdPORTAL : the journal of teaching and learning resources2022
Taking the VITALS to Interrupt Microaggressions.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The trial behind it
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Who cites it
16 citing papers in PubMed.
- Navigating discriminatory requests and refusals of healthcare workers: A Canadian-based inpatient hospital algorithm.Nursing ethics · 2026Article
- Responding to Families Who Express Biases: An Adaptable Standardized Participant Communication Simulation to Train Upstander Pediatric Providers.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Barriers to Implementing a Racial Justice Curriculum: CERA Comparison of Family Medicine Program Directors' and Residents' Perspectives.Family medicine · 2025Article
- Addressing a Gap in Health Equity Education: A Qualitative Analysis of a Longitudinal GME Course.Journal of general internal medicine · 2025Article
- Did we create brave spaces? A realist evaluation report on simulation-based faculty development workshop in equity, diversity, inclusivity, and Indigenous reconciliation.Advances in simulation (London, England) · 2025Article
- Speak Up! Simulation Workshop: Teaching Graduate Medical Trainees to Recognize and Respond to Microaggressions in the Clinical Setting.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- What to Say When It Matters: Communication Skills to Address Implicit Bias Workshop.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- A Qualitative Study of Racial, Ethnic, and Cultural Experiences of Minority Clinicians During Agitation Care in the Emergency Department.Annals of emergency medicine · 2024Article
- Acknowledging and Addressing Microaggressions: A Virtual Experiential Learning Approach for Faculty.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Responding to Bias: Equipping Residents With Tools to Address Microaggressions.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Interstitial Skills: Preparing Trainees for All Aspects of Clinical Practice.Journal of graduate medical education · 2023Article
- Primum Non Discernere: Glass Ceilings and Female Representation at the European Association of Urology and European Society for Paediatric Urology Annual Meetings, 2012-2022.European urology open science · 2023Article
- Tools for Addressing Microaggressions: An Interactive Workshop for Perioperative Trainees.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Active Bystander Training: Using Standardized Patient Methodology to Teach Residents to Navigate Microaggressions in Patient Encounters.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Preparing Medical Students for Anti-racism at the Bedside: Teaching Skills to Mitigate Racism and Bias in Clinical Encounters.MedEdPORTAL : the journal of teaching and learning resources · 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
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionMicroaggressions are subtle statements or actions that reinforce stereotypes. Medical students, residents, and faculty report experiences of microaggressions, with higher incidences among women and marginalized groups. An educational tool utilizing the acronym VITALS (validate, inquire, take time, assume, leave opportunities, speak up) provided a framework for processing and addressing microaggressions encountered in the academic health center environment.
methodsWe developed a 60-minute workshop designed to raise awareness of microaggressions encountered by medical students and trainees. The workshop consisted of a didactic presentation and multiple interactive exercises shared in small- and large-group formats. Participants also completed pre- and postsurvey instruments to assess changes in their knowledge and attitudes about promoting an environment that prevents microaggressions from occurring.
resultsThere were 176 participants who completed our workshop. In comparing anonymized pre- and postworkshop responses submitted by attendees, an increase in recognition of one's own potential stereotypical beliefs about social identity groups was observed. Participants also expressed a greater sense of empowerment to foster mutual respect in health care settings. After completing the workshop, attendees indicated a greater likelihood to engage in difficult conversations, including responding to microaggressions, which both peers and superiors encountered in both academic and clinical environments. DISCUSSION: The workshop provided an interactive format for medical students and trainees to gain awareness, knowledge, and tools for addressing microaggressions encountered in health care settings.
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Registered trials
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.