如何塑造或打破内隐偏见教学：对课程开发的启示。
How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development.
机构信息
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.
出版信息
Acad Med. 2018 Nov;93(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 57th Annual Research in Medical Education Sessions):S74-S81. doi: 10.1097/ACM.0000000000002386.
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.
目的
分析教师在机构课程中促进关于种族和民族隐性偏见认知和管理讨论方面的经验，该课程涉及隐性偏见。
方法
2014 年 7 月至 2016 年 9 月，作者对 21 名具有隐性偏见教学经验或对促进与隐性偏见和内隐联想测验相关的讨论感兴趣的教师进行了 21 次深入访谈。采用扎根理论方法对访谈记录进行分析。
结果
参与者确定了影响他们在隐性偏见教学中促进教学能力的挑战。教师描述了自身背景和身份的影响，以及机构价值观对他们促进隐性偏见讨论能力的影响。他们注意到在讨论过程中抵制学习者和教师的影响，并为机构措施提出了建议，包括需要实施正式的纵向隐性偏见课程和教师发展。
结论
在隐性偏见方面进行辅导的教师必须参加教师发展课程，以具备应对他们可能面临的一些挑战的能力。机构领导层的支持对于隐性偏见教学的成功实施至关重要，医学教育工作者需要考虑制定正式的纵向课程，以解决隐性偏见的识别和管理问题。
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