Dataset: Knowledge and attitude retention following an implicit bias classroom workshop

Background: Baylor College of Medicine provides a classroom-based implicit bias workshop to all third-year medical students to increase students’ awareness of their unconscious bias and develop strategies for reducing health care disparities. The workshop meets our immediate goals and objectives. However, we are unsure if the benefit would be long-term or diminish over time. Methods: To examine the concept retention from the implicit bias classroom workshop, we administered a self-developed seven-item seven-point Likert-scale survey to our medical students at pre-, post-, and one-year post-workshop attendance. Results: The data set was comprised of survey results from two cohorts of our third and fourth-year medical students from 2018 to 2020 and included 289 completed records at three measurement points. The data included: Student Identifiers, Sex, Race/Ethnicity, Student Enrollment Type, Cohort, and three repeated measures results for each of the seven items, which were documented in wide format. The data may be of interest to those who wish to examine how factors including elapsed time, race, and sex may associate with attitudes and understandings of implicit bias following related training, and those interested in analytical methods on longitudinal research in general.

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A systematic review of implicit bias in health care: A call for intersectionality

IMC Journal of Medical Science ◽

10.3329/imcjms.v13i1.42050 ◽

2019 ◽

Vol 13 (1) ◽

pp. 005

Author(s):

Oluwabunmi Ogungbe ◽

Amal K Mitra ◽

Joni K Roberts

Keyword(s):

Systematic Review ◽

Health Care ◽

Sexual Orientation ◽

Social Identity ◽

Health Care Disparities ◽

Implicit Bias ◽

Health Care Research ◽

Healthcare Setting ◽

Unconscious Bias ◽

Ample Evidence

Background and objectives: Health disparities are a growing concern in health care. Research provides ample evidence of bias in patient care and mistrust between patient and providers in ways that could perpetuate health care disparities. This study aimed to review existing literature on implicit bias (or unconscious bias) in healthcare settings and determine studies that have considered adverse effects of bias of more than one domain of social identity (e.g., race and gender bias) in health care. Methods: This is a systematic review of articles using databases such as EBSCO, Embase, CINAHL, COCHRANE, Google Scholar, PsychINFO, Pub Med, and Web of Science. Search terms included implicit bias, unconscious bias, healthcare, and public health. The inclusion criteria included studies that assessed implicit bias in a healthcare setting, written in English, and published from 1997-2018. Results: Thirty-five articles met the selection criteria – 15 of which examined race implicit bias, ten examined weight bias, four assessed race and social class, two examined sexual orientation, two focused on mental illness, one measured race and sexual orientation, and another investigated age bias. Conclusions: Studies that measured more than one domain of social identity of an individual did so separately without investigating how the domains overlapped. Implicit Association Test (IAT) is a widely used psychological test which is used to determine existence of an implicit bias in an individual. However, this study did not find any use of an instrument that could assess implicit bias toward multiple domains of social identities. Because of possible multiplicative effects of several biases affecting a single entity, this study suggests the importance of developing a tool in measuring intersectionality of biases. IMC J Med Sci 2019; 13(1): 005

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Longitudinal outcomes one year following implicit bias training in medical students

Medical Teacher ◽

10.1080/0142159x.2021.2023120 ◽

2022 ◽

pp. 1-8

Author(s):

Anne C. Gill ◽

Yuanyuan Zhou ◽

Jocelyn T. Greely ◽

Anitra D. Beasley ◽

Joel Purkiss ◽

...

Keyword(s):

Medical Students ◽

Implicit Bias ◽

Longitudinal Outcomes ◽

One Year

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TeamSTEPPS online simulation: expanding access to teamwork training for medical students

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000649 ◽

2021 ◽

pp. bmjstel-2020-000649

Author(s):

Rebekah Burns ◽

Megan Gray ◽

Dana Peralta ◽

Andrew Scheets ◽

Rachel Umoren

Keyword(s):

Medical Students ◽

Repeated Measures ◽

Interprofessional Education ◽

Medical Student Education ◽

Online Training ◽

Interactive Software ◽

Online Groups ◽

Knowledge And Attitudes ◽

Fourth Year Medical Students ◽

The Impact

BackgroundThe Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) programme is an evidence-based approach to teamwork training. In-person education is not always feasible for medical student education. The aim of this study was to evaluate the impact of online, interactive TeamSTEPPS simulation versus an in-person simulation on medical students’ TeamSTEPPS knowledge and attitudes.MethodsFourth-year medical students self-selected into an in-person or online training designed to teach and evaluate teamwork skills. In-person participants received didactic sessions, team-based medical simulations and facilitated debriefing sessions. The online group received an equivalent online didactic session and participated in an interactive software-based simulation with immediate, personalised performance-based feedback and scripted debriefing. Both trainings used three iterations of a case of septic shock, each with increasing medical complexity. Participants completed a demographic survey, a preintervention/postintervention TeamSTEPPS Benchmarks test and a retrospective preintervention/postintervention TeamSTEPPS teamwork attitudes questionnaire. Data were analysed using descriptive statistics and repeated measures analysis of variance.ResultsThirty-one students (18 in-person, 13 online) completed preintervention/postintervention surveys, tests and questionnaires. Gender, age and exposure to interprofessional education, teamwork training and games were similar between groups. There were no statistical differences in preintervention knowledge or teamwork attitude scores between in-person and online groups. Postintervention knowledge scores increased significantly from baseline (+2.0% p=0.047), and these gains did not differ significantly based on whether participants received in-person versus online training (+1.5% vs +2.9%; p=0.49). Teamwork attitudes scores also showed a statistically significant increase with training (+0.9, p<0.01) with no difference in the effect of training by group (+0.8 vs +1.0; p=0.64).ConclusionsGraduating medical students who received in-person and online teamwork training showed similar increases in TeamSTEPPS knowledge and attitudes. Online simulations may be used to teach and reinforce team communication skills when in-person, interprofessional simulations are not feasible.

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Medical Student Experiences in Operation Bushmaster 2019: “I Now See Myself as Equal Parts Physician and Leader.”

Military Medicine ◽

10.1093/milmed/usaa432 ◽

2020 ◽

Author(s):

Johanna Barron ◽

Virginia F Randall ◽

Charisse Villareal ◽

Valentina Ramirez ◽

Leslie Vojta

Keyword(s):

Medical Students ◽

Nursing Students ◽

Identity Formation ◽

Lessons Learned ◽

Data Set ◽

Military Officer ◽

Threshold Concept ◽

Fourth Year Medical Students ◽

Military Physician

ABSTRACT Introduction Operation Bushmaster, a 5-day high-fidelity medical practicum bringing together fourth-year medical students, graduate nursing students, international students, and physicians and other medical professionals in emergency and operational medicine from across the world, is the capstone event of the Uniformed Services University of the Health Sciences’s Military Unique Curriculum. It is designed to simultaneously test students’ medical knowledge, leadership skills, and grace under fire. For many students, this experience represents one of the first times that they concurrently inhabit the dual roles of military officer and (soon-to-be) physician. This is likely the most “tactical” and stressful military simulation that many students have experienced. Methods In this qualitative study, we analyzed a data set of 49 de-identified reflective articles written by fourth-year medical students following the completion of Bushmaster, in order to understand what students gained from the experience. Additionally, we evaluated students’ responses through the lens of the threshold concept, looking for ontological shifts, integration, discursiveness, and troublesomeness during students’ Bushmaster experiences. Results We identified 10 themes throughout the essays that highlighted the lessons learned during the Bushmaster experience, including its importance in guiding professional identity formation and students’ deepened understanding of the unique responsibilities and pressures of the role of military physician. Conclusion One of the resulting themes, “the military physician,” met our criteria for a threshold concept, in that it was transformative, integrative, and troublesome. Before Bushmaster, many of the students saw themselves simply as medical students rather than as almost doctors. Following the field practicum, some identified more strongly with the role of military physician, while others continued to overestimate the amount of time remaining to complete the transformation from student to doctor or to integrate the roles of physician and military officer. Moreover, we identified the entirety of Bushmaster as a threshold experience. This work serves to further describe the liminal space in which military medical students reside on their journey to physician, as well as the moment of realization by many that becoming a military physician encompasses more than simply the sum of the roles of physician and military officer.

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Digital Methods to Optimize Pregnant Women’s Participation in Longitudinal Research (Preprint)

10.2196/preprints.16280 ◽

2019 ◽

Author(s):

Beth McGee ◽

Marie Leonte ◽

Kevin Wildenhaus ◽

Martha Wilcox ◽

Jenna Reps ◽

...

Keyword(s):

Mental Health ◽

Pregnant Women ◽

Repeated Measures ◽

Longitudinal Research ◽

Well Being ◽

First Trimester ◽

Target Audience ◽

Data Set ◽

Digital Methods ◽

High Degree

BACKGROUND The scientific and medical communities require advanced study of maternal health and well-being to develop improved outcomes for mothers and their babies but can be challenged measuring mental health during pregnancy and into postpartum due to accessibility and cooperation issues. OBJECTIVE This work employs digital methods to describe mental health and maternal experience from the first trimester of pregnancy through 3 months postpartum among a cohort similar to the general population of pregnant women in the US. The objective was to collect a data set of longitudinal measures for epidemiologists to develop predictive modeling to determine early in pregnancy which women will develop perinatal depression with a high degree of accuracy. METHODS The authors recruited 1,179 pregnant women from BabyCenter.com and followed them with repeated measures using custom, mobile optimized, questionnaires administered online. The authors employed a combination of typical and novel digital strategies to minimize attrition and build trust among participants. In all stages of recruitment, data collection, and participant engagement, the authors adapted their strategies to meet the target audience and leveraged digital means to achieve the final goal. RESULTS Active participants completed 7,757 assessments. These assessments contribute to a robust data set that is enabling predictive models that can identify with a high degree of accuracy women at risk of developing mood disorders before symptoms onset. CONCLUSIONS The study’s success at retaining pregnant women through the postpartum period was based on leveraging a platform with an already established reach and trust among the target audience (BabyCenter), and adapting engagement methodologies tailored to the needs of this target audience.

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A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

Christian Journal for Global Health ◽

10.15566/cjgh.v7i2.325 ◽

2020 ◽

Vol 7 (2) ◽

pp. 93-103

Author(s):

Gretchen Slover

Keyword(s):

Medical Students ◽

Counseling Services ◽

Student Responses ◽

Counselling Services ◽

School Of Medicine ◽

Comprehensive Picture ◽

Fourth Year Medical Students ◽

The Subject ◽

The University ◽

Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies. Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles. The subject of offering counseling on a regular basis was randomly discussed with the students. From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results: The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit. With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion: This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges. More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

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