Building a Tool Kit for Medical and Dental Students: Addressing Microaggressions and Discrimination on the Wards

MedEdPORTAL

Daniele Ölveczky¹  Spencer Dunleavy²  Titilayo Afolabi³  Jordan Said³  Raquel Sofia Sandoval³  Avik Chatterjee⁴ 

[1] Associate Epidemiologist, Division of Global Health Equity, Brigham and Women's Hospital;Medical Student, Columbia University College of Physicians and Surgeons;Medical Student, Harvard Medical School;Physician, Boston Health Care for the Homeless Program;

关键词: Racism;    Microaggression;    Discrimination;    Tool Kit;    Dentist;    Physician;   

DOI  :  10.15766/mep_2374-8265.10893

来源: DOAJ

【 摘 要 】

Introduction Microaggressions, subtle slights related to characteristics such as race, gender, or sexual orientation, in a clinical setting can sabotage the therapeutic alliance. Curricula tailored specifically towards medical students that raise awareness of microaggressions and aim to change behavior are absent. Methods We created a 2-hour workshop to prepare preclinical medical and dental students to recognize and respond to microaggressions in clinical practice. The workshop consisted of a didactic portion describing microaggressions and strategies for responding to them and a case-based small-group portion to practice strategies. Participants completed electronic pre- and postworkshop surveys. Results Of 163 students participating in the workshop, 121 (74%) completed the preworkshop survey, 105 (64%) completed the postworkshop survey, and 81 (50%) completed both. Preworkshop, 48% reported female gender, and 36% reported underrepresented in medicine status. The majority (77%) had witnessed or experienced microaggressions in the clinical setting, and 69% reported very good or excellent familiarity with the concept of microaggressions. The curriculum appeared to significantly mitigate challenges associated with microaggressions, including reductions in perceived difficulty in identifying microaggressions (p < .001), being unsure what to do or say (p < .001), improvements in familiarity with institutional support systems (p < .001), and awareness of the clinical relevance of microaggressions (p < .001). Discussion Given the high self-reported prevalence of microaggressions in the clinical setting, students need the skills to respond. This innovative session improves readiness to address microaggressions by helping participants build and practice these skills in a supportive environment.

【 授权许可】

Unknown