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Implicit Bias Training in Health Professions Education: A Scoping Review
Stephanie C Mavis1, Catherine G Caruso2, Nicolle F Dyess3
1Department of Pediatric and Adolescent Medicine, Division of Neonatal Medicine at Mayo Clinic, 200 First Street SW, Rochester, MN 55905 USA.
Medical Science Educator
|December 19, 2022
Summary
Implicit bias (IB) education in health professions education (HPE) needs improvement. Current research lacks rigorous studies assessing behavioral change and patient outcomes, hindering progress in effective IB training.
Area of Science:
- Health Professions Education
- Medical Education Research
- Implicit Bias Studies
Background:
- A growing demand exists for effective implicit bias (IB) education within health professions education (HPE).
- Understanding the current landscape of IB education for both clinical learners and educators is crucial.
Purpose of the Study:
- To conduct a scoping review of implicit bias education within health professions education.
- To identify the current state of IB curricula and educational approaches for learners and educators.
Main Methods:
- Utilized the Arksey and O'Malley scoping review framework.
- Systematically searched and analyzed 30 publications focusing on IB education in HPE.
Main Results:
- Included publications varied significantly in curricular design.
- No studies assessed learner outcomes using Miller's "shows" or "does" levels.
- No studies reported program evaluation outcomes at Kirkpatrick's "behavior" or "results" levels.
Conclusions:
- The field of IB education in HPE requires more rigorous, theory-guided research.
- Future studies should focus on assessing behavioral change, patient care delivery, and patient outcomes.
- There is a need to advance the evaluation of IB educational interventions in HPE.
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