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针对临床研究专业人员的试点培训,内容是如何运用同理心来识别和应对研究招募与留用过程中的隐性偏见。

Pilot training for clinical research professionals in using empathy to recognize and respond to implicit bias in research recruitment and retention.

作者信息

Adams Jennifer, Gonzalez Cristina M, Gillespie Colleen, Holahan James, Minsky Maura, Datta Suchismita, Medina Rosario, Yakubov Amin, Byrnes Kimberly, Bredella Miriam A

机构信息

Center for Empathy in Medicine/ The Empathy Project, Institute for Innovation in Medical Education, NYU Grossman School of Medicine, New York, NY, USA.

Institute for Excellence in Health Equity and Departments of Medicine and Population Health, NYU Grossman School of Medicine, New York, NY, USA.

出版信息

J Clin Transl Sci. 2024 Nov 18;8(1):e209. doi: 10.1017/cts.2024.618. eCollection 2024.

DOI:10.1017/cts.2024.618
PMID:39790470
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11713438/
Abstract

Recruiting and retaining research participants is challenging because it often requires overcoming structural barriers and addressing how histories of mistrust and individuals' lived experiences affect their research engagement. We describe a pilot workshop designed to educate clinical research professionals on using empathy skills to recognize and mitigate bias to improve recruitment and retention. In a post-workshop survey (22/31 participants completed), 94% agreed the workshop helped them practice perspective-taking, recognize implicit bias, and identify opportunities for empathy. Participants reported increased confidence in key recruitment and retention skills ( < 0.05). Future studies will evaluate whether this translates into improved recruitment.

摘要

招募和留住研究参与者具有挑战性,因为这通常需要克服结构性障碍,并解决不信任的历史以及个人的生活经历如何影响他们参与研究的问题。我们描述了一个试点研讨会,旨在教育临床研究专业人员如何运用同理心技能来识别和减轻偏见,以改善招募和留住参与者的情况。在研讨会后的调查中(31名参与者中有22名完成了调查),94%的人同意该研讨会帮助他们练习换位思考、识别隐性偏见并找到表达同理心的机会。参与者报告说,他们在关键的招募和留住参与者技能方面的信心有所增强(P<0.05)。未来的研究将评估这是否会转化为更好的招募效果。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/407e/11713438/e213b843a15f/S2059866124006186_fig2.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/407e/11713438/f67de02c213f/S2059866124006186_fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/407e/11713438/e213b843a15f/S2059866124006186_fig2.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/407e/11713438/f67de02c213f/S2059866124006186_fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/407e/11713438/e213b843a15f/S2059866124006186_fig2.jpg

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本文引用的文献

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Recommendations for Faculty Development in Addressing Implicit Bias in Clinical Encounters and Clinical Learning Environments.关于教师发展以应对临床诊疗及临床学习环境中隐性偏见的建议。
J Gen Intern Med. 2024 Sep;39(12):2326-2332. doi: 10.1007/s11606-024-08832-5. Epub 2024 Jun 3.
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Education and training of clinical research professionals and the evolution of the Joint Task Force for Clinical Trial Competency.临床研究专业人员的教育与培训以及临床试验能力联合工作组的演变
Front Pharmacol. 2024 Jan 18;15:1291675. doi: 10.3389/fphar.2024.1291675. eCollection 2024.
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Barriers and facilitators to recruitment of underrepresented research participants: Perspectives of clinical research coordinators.
招募代表性不足的研究参与者的障碍与促进因素:临床研究协调员的观点
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Now is the time to fix the clinical research workforce crisis.现在是解决临床研究人员危机的时候了。
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