Cohen David A, Olveczky Daniele D, Tibbles Carrie, Hall Matthew M, Crocker Jonathan T
Dr. Cohen: Assistant Professor of Medicine and Vice Chair for Education, Department of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ. Dr. Olveczky: Assistant Professor of Medicine, Harvard Medical School, Boston, MA, and Interim Physician Director for the Center for Diversity, Equity and Inclusion, Beth Israel Deaconess Medical Center, Boston, MA. Dr. Tibbles: Assistant Professor of Emergency Medicine, Harvard Medical School, Boston, MA, and Director, Graduate Medical Education, Beth Israel Deaconess Medical Center, Boston, MA. Dr. Hall: Associate Professor of Emergency Medicine, Washington State University, Everett, WA. Dr. Crocker: Assistant Professor of Medicine, Harvard Medical School, Boston, MA, and Associate Program Director, Internal Medicine Residency Training Program, Beth Israel Deaconess Medical Center, Boston, MA.
J Contin Educ Health Prof. 2023 Jan 1;43(1):68-71. doi: 10.1097/CEH.0000000000000446. Epub 2022 Sep 5.
Medical educators in residency programs have unique opportunities to teach health inequities, social determinants of health (SDOH), and implicit bias. However, faculty are not adequately trained to effectively teach these topics. The aim is to assess the effectiveness of a faculty-level workshop to teach health inequity.
An interactive workshop was designed by an interprofessional faculty from a major urban teaching hospital, addressing SDOH, implicit bias, an "Enhanced Social History," and the benefits of interprofessional care. Before and after completion, workshop participants completed surveys regarding comfort in teaching these concepts. Survey results were analyzed to assess benefits of the intervention.
Sixty-four percent of participants completed preworkshop and postworkshop surveys. Participants reported increased contemplation and improved comfort in teaching SDOH, barriers to medical care, and implicit bias.
Faculty comfort in teaching health inequity increased after this workshop. This may help bridge the gap between the expectation of clinical faculty to evaluate trainee practice of patient-centered, culturally competent care, and faculty possession of and confidence in health inequity teaching skills in clinical settings. Future research should focus on learner- and patient-based outcomes, including teaching time and impact on delivery of care.
住院医师培训项目中的医学教育工作者有独特的机会教授健康不平等、健康的社会决定因素（SDOH）和隐性偏见。然而，教员并未得到充分培训以有效地教授这些主题。目的是评估教员层面的一个关于教授健康不平等的工作坊的效果。
一个大型城市教学医院的跨专业教员设计了一个互动工作坊，内容涉及健康的社会决定因素、隐性偏见、“强化社会病史”以及跨专业护理的益处。在工作坊开始前和结束后，参与者完成了关于教授这些概念时的舒适度的调查。对调查结果进行分析以评估干预措施的益处。
64%的参与者完成了工作坊前和工作坊后的调查。参与者报告称，在教授健康的社会决定因素、医疗保健障碍和隐性偏见方面，思考增多且舒适度提高。
本次工作坊后，教员在教授健康不平等方面的舒适度有所提高。这可能有助于弥合临床教员期望评估学员以患者为中心、具备文化胜任力的护理实践，与教员在临床环境中拥有健康不平等教学技能并对其有信心之间的差距。未来的研究应关注基于学习者和患者的结果，包括教学时间和对护理提供的影响。
