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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Active Bystander Training: Using Standardized Patient Methodology to Teach Residents to Navigate Microaggressions in

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Summary

Active bystander training using standardized patients improved medical residents' ability to recognize and respond to microaggressions. This workshop enhanced skills in managing challenging patient interactions and team debriefing.

Keywords:
Anti-RacismBiasBystander TrainingCase-Based LearningCommunication SkillsDiversityEquityInclusionMicroaggressionStandardized Patient

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Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Patient Interaction Studies

Background:

  • Physicians and trainees from underrepresented groups, including women, face higher rates of microaggressions in patient encounters.
  • Microaggressions can negatively impact the work environment and patient care quality.

Purpose of the Study:

  • To design, implement, and evaluate an active bystander training workshop for internal medicine residents.
  • To assess the workshop's effectiveness in mitigating microaggressions using standardized patient (SP) methodology.

Main Methods:

  • A workshop was conducted for 31 internal medicine residents, led by faculty and chief residents.
  • Participants engaged in three SP simulations depicting patient microaggressions, followed by debriefing sessions.
  • A behavioral response framework (WAKE) was introduced to guide participants' actions.

Main Results:

  • Statistically significant improvements were observed in residents' ability to recognize microaggressions (12% increase, p = .002).
  • Residents showed significant improvement in responding to patients exhibiting microaggressions (23% increase, p < .001).
  • The ability to debrief with team members also significantly improved (20% increase, p < .001).

Conclusions:

  • Standardized patient simulations are an effective method for teaching microaggression response strategies.
  • Further research is needed to evaluate the workshop's impact on diverse trainees and long-term skill retention.