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A Framework for Integrating Implicit Bias Recognition Into Health Professions Education.

Javeed Sukhera1, Chris Watling

  • 1J. Sukhera is assistant professor of psychiatry and pediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada, and PhD candidate in health professions education, Maastricht University, Maastricht, the Netherlands; ORCID: http://orcid.org/0000-0001-8146-4947. C. Watling is associate dean for postgraduate medical education and scientist, Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|June 29, 2017
PubMed
Summary

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This study introduces a six-point framework to help health professions education programs integrate implicit bias recognition and management. This actionable approach aims to improve curricula and patient outcomes by addressing bias effectively.

Area of Science:

  • Health Professions Education
  • Cognitive Psychology
  • Medical Ethics

Background:

  • Implicit bias literature is fragmented across disciplines.
  • Health professions education has underexplored implicit bias-informed approaches.
  • Existing evaluation tools are insufficient for implicit bias curricula.

Purpose of the Study:

  • To propose an actionable, six-point framework for integrating implicit bias recognition and management into health professions education.
  • To provide practical tools for curriculum developers.
  • To guide the meaningful integration of implicit bias topics into health professions curricula.

Main Methods:

  • Development of a six-point actionable framework.
  • Inclusion of practical tools for curriculum developers.

Related Experiment Videos

  • Discussion of key considerations: learning context, bias science, behavioral influence, self-awareness, conscious mitigation, and awareness of others' bias.

    • Main Results:

    • A comprehensive framework for implicit bias integration in health professions education.
    • Consideration of individual, contextual, and cultural influences on bias.
    • Outline of multi-level assessment and evaluation strategies (individual to societal).

    Conclusions:

    • The proposed framework offers a structured approach to implicit bias education in health professions.
    • It addresses challenges in curriculum integration and evaluation.
    • It may foster further research on implicit bias in health professions education.