The Effect of Implicit Bias and Role Misidentification in the Learning Environment

Area of Science:

• Medical Education
• Implicit Bias Studies
• Healthcare Trainee Well-being

Background:

• The impact of implicit bias on medical trainees, specifically through role misidentification, is not well understood.
• Role misidentification can occur within the clinical learning environment, affecting trainees' experiences.

Purpose of the Study:

• To determine the frequency and impact of role misidentification experienced by residents and clinical medical students.
• To investigate the direct and indirect effects of role misidentification on trainees.

Main Methods:

• A survey was administered to 540 residents and clinical medical students.
• The survey assessed the prevalence and consequences of role misidentification.

Main Results:

• A significant majority of respondents (85%) reported experiencing role misidentification.
• Direct impacts included heightened emotions and guarded behavior.
• Indirect impacts involved personalization of incidents and transmission through non-promotional misidentification.
• Women and trainees with marginalized identities reported significant negative impacts.

Conclusions:

• Role misidentification is a common experience for medical trainees, linked to implicit bias.
• The phenomenon has direct emotional and behavioral consequences, as well as indirect effects.
• Addressing role misidentification is crucial for improving the well-being and understanding of the trainee experience, especially for vulnerable groups.