Taking the VITALS to Interrupt Microaggressions
Valencia P Walker1, La'Mayah Hodges2, Monica Perkins3
1Associate Clinical Professor, Division of Neonatology, Department of Pediatrics, The Ohio State University College of Medicine; Associate Chief Diversity and Health Equity Officer, Nationwide Children's Hospital.
Introduction:
Microaggressions are subtle statements or actions that reinforce stereotypes. Medical students, residents, and faculty report experiences of microaggressions, with higher incidences among women and marginalized groups. An educational tool utilizing the acronym VITALS (validate, inquire, take time, assume, leave opportunities, speak up) provided a framework for processing and addressing microaggressions encountered in the academic health center environment.
Methods:
We developed a 60-minute workshop designed to raise awareness of microaggressions encountered by medical students and trainees. The workshop consisted of a didactic presentation and multiple interactive exercises shared in small- and large-group formats. Participants also completed pre- and postsurvey instruments to assess changes in their knowledge and attitudes about promoting an environment that prevents microaggressions from occurring.
Results:
There were 176 participants who completed our workshop. In comparing anonymized pre- and postworkshop responses submitted by attendees, an increase in recognition of one's own potential stereotypical beliefs about social identity groups was observed. Participants also expressed a greater sense of empowerment to foster mutual respect in health care settings. After completing the workshop, attendees indicated a greater likelihood to engage in difficult conversations, including responding to microaggressions, which both peers and superiors encountered in both academic and clinical environments.
Discussion:
The workshop provided an interactive format for medical students and trainees to gain awareness, knowledge, and tools for addressing microaggressions encountered in health care settings.
Insights
A workshop effectively raised awareness and provided tools for medical trainees to address microaggressions. Participants reported increased recognition of biases and empowerment to foster respect in healthcare settings.
Area of Science:
- Medical Education
- Health Equity
- Professional Development
Background:
- Microaggressions, subtle actions reinforcing stereotypes, disproportionately affect women and marginalized groups in academic health centers.
- Existing frameworks, like VITALS (validate, inquire, take time, assume, leave opportunities, speak up), offer strategies for addressing microaggressions.
- Medical students, residents, and faculty frequently encounter microaggressions within academic and clinical environments.
Purpose of the Study:
- To evaluate the impact of an educational workshop designed to increase awareness and provide tools for addressing microaggressions.
- To assess changes in knowledge, attitudes, and self-efficacy among medical trainees regarding microaggressions.
Main Methods:
- A 60-minute interactive workshop incorporating didactic presentations and group exercises was developed.
- 176 medical students and trainees participated in the workshop.
- Pre- and post-workshop surveys were administered to measure changes in participants' recognition of biases and empowerment.
Main Results:
- Post-workshop, participants demonstrated increased recognition of their own potential stereotypical beliefs.
- Attendees reported a greater sense of empowerment to promote mutual respect in healthcare settings.
- Participants indicated a higher likelihood of engaging in difficult conversations to address microaggressions from peers and superiors.
Conclusions:
- The interactive workshop successfully enhanced medical students' and trainees' awareness, knowledge, and practical skills for managing microaggressions.
- The educational intervention fostered a more respectful and equitable healthcare environment by equipping trainees with effective response strategies.
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