Changes in medical student implicit attitudes following a health equity curricular intervention. (3rd April 2018)

• Record Type: Journal Article
• Authors: Leslie, Katie F.; Sawning, Susan; Shaw, M. Ann; Martin, Leslee J.; Simpson, Ryan C.; Stephens, Jennifer E.; Jones, V. Faye
• Is Part Of: Medical teacher. Volume 40:Number 4(2018)
• Page Start: 372
• Page End: 378
• Publication Date: 2018-04-03
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2017.1403014
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: Purpose: This study assessed the: (1) effect of an LGBTQI + health equity curriculum (eQuality) on implicit attitudes among first (M1) and second year (M2) medical students and (2) utility of dedicated time to explore implicit bias. Method: Implicit biases were assessed at baseline using implicit association tests (IAT) for all M2s and a random sample of first years (M1A). These students were then debriefed on strategies to mitigate bias. Following eQuality, all M1 and M2s completed post-intervention IATs. The remaining first years (M1B) were then debriefed. Paired sample t -tests assessed differences between pre/ post. Independent sample t -tests assessed differences in post-IATs between M1 groups. Results: IATs indicated preferences for "Straight, " "White, " and "Thin" at both pre and post. M2s demonstrated statistically significant improvements pre to post for sexuality ( p = 0.01) and race ( p = 0.03). There were significant differences in post-intervention IAT scores between M1As who received the IAT and debriefing prior to eQuality and M1Bs for sexuality ( p = 0.002) and race ( p = 0.046). There were no significant changes for weight. Conclusion: eQuality reduced implicit preference for "Straight" and "White." Differences in M1 post-intervention IAT scores between groups suggest dedicating time to debrief implicit attitudes enhances bias mitigation.