Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, Texas 77030-3411, USA.
Med Educ. 2012 Jan;46(1):80-8. doi: 10.1111/j.1365-2923.2011.04101.x.
For the last 30 years, developments in cognitive sciences have demonstrated that human behaviour, beliefs and attitudes are shaped by automatic and unconscious cognitive processes. Only recently has much attention been paid to how unconscious biases based on certain patient characteristics may: (i) result in behaviour that is preferential toward or against specific patients; (ii) influence treatment decisions, and (iii) adversely influence the patient-doctor relationship. Partly in response to accreditation requirements, medical educators are now exploring how they might help students and residents to develop awareness of their own potential biases and strategies to mitigate them.
In this paper, we briefly review key cognition concepts and describe the limited published literature about educational strategies for addressing unconscious bias.
We propose a developmental model to illustrate how individuals might move from absolute denial of unconscious bias to the integration of strategies to mitigate its influence on their interactions with patients and offer recommendations to educators and education researchers.
在过去的 30 年中，认知科学的发展表明，人类的行为、信仰和态度是由自动和无意识的认知过程塑造的。直到最近，人们才开始关注基于某些患者特征的无意识偏见如何：（i）导致对特定患者的偏好或反对行为；（ii）影响治疗决策；（iii）对医患关系产生不利影响。部分为了响应认证要求，医学教育工作者现在正在探索如何帮助学生和住院医师提高对自身潜在偏见的认识，并制定减轻偏见的策略。
在本文中，我们简要回顾了关键认知概念，并描述了关于解决无意识偏见的教育策略的有限文献。
我们提出了一个发展模型，来说明个人如何从绝对否认无意识偏见转变为整合减轻其对与患者互动的影响的策略，并向教育者和教育研究人员提出建议。
