Words Matter: An Antibias Workshop for Health Care Professionals to Reduce Stigmatizing Language

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Peter Leahy¹  Kim Hoang²  Michael A. Gisondi³  Devika Bhushan⁴  Cynthia Kapphahn⁵  Tiffany Lee⁶  Julia Raney⁷  Samuel Ricardo Saenz⁸  Ria Pal⁹  Carrie Johnson^1,10 

[1] Assistant Professor, Division of Genetics, Department of Pediatrics, Cook Children's Health Care System;Assistant Professor, Division of Pediatric Hospital Medicine, Department of Pediatrics, Stanford University School of Medicine;Associate Professor, Department of Emergency Medicine, Stanford University School of Medicine;Chief Medical Officer, California Office of the Surgeon General;Clinical Professor, Division of Adolescent Medicine, Department of Pediatrics, Stanford University School of Medicine;Fellow, Department of Anesthesia, Stanford University School of Medicine;Resident, Department of Pediatrics, Stanford University School of Medicine;Resident, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine;Resident, Division of Child Neurology, Department of Neurology and Neurological Sciences, Stanford University School of Medicine;Stanford Pediatrics Residency Education Manager, Department of Pediatrics, Stanford University School of Medicine;

关键词: Health Disparities;    Bias;    Language;    Communication Skills;    Cultural Competence;    Diversity;   

DOI  :  10.15766/mep_2374-8265.11115

来源: DOAJ

【 摘 要 】

Introduction Biased language influences health care providers' perceptions of patients, impacts their clinical care, and prevents vulnerable populations from seeking treatment. Training clinicians to systematically replace biased verbal and written language is an essential step to providing equitable care. Methods We designed and implemented an interactive workshop to teach health care professionals a framework to identify and replace stigmatizing language in clinical practice. The workshop included a reflective exercise, role-play, brief didactic session, and case-based discussion. We developed the program for a broad target audience of providers and initially delivered it at three academic conferences. We used descriptive statistics to analyze Likert-style items on course evaluations and identified themes in open-text responses. Results A total of 66 participants completed course evaluations; most believed the workshop met its objectives (4.8 out of 5.0) and strongly agreed that they would apply skills learned (4.8). Participants planned to incorporate reflection into their verbal and written language. Potential barriers to applying course content included perceived difficulty in changing entrenched practice habits, burnout, and fatigue. Suggestions for improvement included more time for group discussions and strategies to teach skills to colleagues. Discussion Participants found the course material highly engaging and relevant to their clinical practice. Learners left the workshop feeling motivated to engage in more mindful word choice and to share key concepts with their colleagues.

【 授权许可】

Unknown