Implicit Bias Education and Emergency Medicine Training: Step One? Awareness. Issue 1 (24th September 2018)

• Record Type: Journal Article
• Authors: Zeidan, Amy J.; Khatri, Utsha G.; Aysola, Jaya; Shofer, Frances S.; Mamtani, Mira; Scott, Kevin R.; Conlon, Lauren W.; Lopez, Bernard L.
• Editors: Runde, Daniel P.
• Is Part Of: AEM education and training. Volume 3:Issue 1(2019)
• Page Start: 81
• Page End: 85
• Publication Date: 2018-09-24
• Subjects: Emergency medicine -- Study and teaching -- Periodicals; Emergency medicine -- Study and teaching -- United States -- Periodicals; Periodicals; 616.025
• DOI: 10.1002/aet2.10124
• Languages: English
• ISSNs: 2472-5390

Abstract

Abstract: Objective: Prior research suggests that health care providers are susceptible to implicit biases, specifically prowhite biases, and that these may contribute to health care disparities by influencing physician behavior. Despite these findings, implicit bias training is not currently embedded into emergency medicine (EM) residency training and few studies exist that evaluate the effectiveness of implicit bias training on awareness during residency conference. We sought to conduct a mixed‐methods program evaluation of a formalized educational intervention targeted on the topic of implicit bias. Methods: We used a design thinking framework to develop a curricular intervention. The intervention consisted of taking the Harvard Implicit Association Test (IAT) on race to introduce the concept of implicit bias, followed by a facilitated discussion to explore participant's perceptions on whether implicit bias may lead to variations in care. The facilitated discussion was audio recorded, transcribed, and coded for emerging themes. An online survey assessed participant awareness of these topics before and after the intervention and was analyzed using paired t‐tests. Results: After the intervention, participant's awareness of their individual implicit biases increased by 33.3% (p = 0.003) and their awareness of how their IAT results influences how they deliver care to patients increased by 9.1% (p = 0.03). Emerging themes included skepticism of the implicit bias test results with the desire to have "neutral" results, acknowledgment that pattern recognition may lead to "blind spots" in care, recognition that bias exists on a personal and systemic level, and interest in regular educational interventions to address implicit bias. Conclusions: This novel educational intervention on implicit bias resulted in improvement in participants' awareness of their implicit biases and how it may affect their patient care. Our intervention can serve as a model for other residency programs to develop and implement an intervention to create awareness of implicit bias and its potential impact on patient care.