L.J. Benoit is an MD-PhD student, Columbia University Vagelos College of Physicians and Surgeons, New York, New York; ORCID: http://orcid.org/0000-0002-3735-027X.
C. Travis is a second-year resident, obstetrics and gynecology, University of Southern California, Los Angeles, California.
Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S145-S149. doi: 10.1097/ACM.0000000000003701.
As research and attention on implicit bias and inclusiveness in medical school is expanding, institutions need mechanisms for recognizing, reporting, and addressing instances of implicit bias and lack of inclusiveness in medical school curricular structures. These instances can come as a result of a lack of both awareness and communication around these sensitive issues. To identify and address cases of implicit bias in the medical school curriculum, a student-led initiative at Columbia University Vagelos College of Physicians and Surgeons (VP&S) developed guidelines and a bias-reporting process for educators and students. The guidelines, co-created by students and faculty, help educators identify and address implicit bias in the curriculum. Furthermore, to allow for continued development of the curriculum and the guidelines themselves, the group adapted an existing learning environment reporting and review process to identify and address instances of implicit bias. In the first year since their implementation, these tools have already had an impact on the learning climate at VP&S. They have led to enhanced identification of implicit bias in the curriculum and changes in instructional materials. The courage and inspiration of the students and the initial investment and commitment from the administration and faculty were crucial to this rapid effect. The authors present an approach and resources from which other institutions can learn, with the goal of reducing implicit bias and improving inclusiveness throughout medical education. In the long run, the authors hope that these interventions will contribute to better preparing future providers to care for all patients equitably.
随着对医学院中隐性偏见和包容性的研究和关注不断扩大，各机构需要建立机制，以识别、报告和解决医学院课程结构中存在的隐性偏见和包容性不足的问题。这些问题可能是由于对这些敏感问题缺乏意识和沟通所致。
为了在医学院课程中识别和解决隐性偏见问题，哥伦比亚大学瓦格洛斯内外科医生学院（VP＆S）的一项由学生主导的倡议制定了针对教育者和学生的指导方针和偏见报告流程。这些准则由学生和教师共同制定，有助于教育者识别和解决课程中的隐性偏见问题。此外，为了能够继续开发课程和准则本身，该组织采用了现有的学习环境报告和审查流程，以识别和解决隐性偏见问题。
自实施以来的第一年，这些工具已经对 VP＆S 的学习氛围产生了影响。它们导致了对课程中的隐性偏见的识别，并对教学材料进行了更改。学生的勇气和灵感，以及管理层和教师的最初投资和承诺，对于这种快速的效果至关重要。作者提出了一种方法和资源，其他机构可以从中学习，以减少整个医学教育中的隐性偏见并提高包容性。从长远来看，作者希望这些干预措施将有助于更好地培养未来的医疗服务提供者，使其能够平等地为所有患者提供护理。
