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This summary is machine-generated.

This study introduces an innovative simulation and reflective teaching session to address gender-based microaggressions in emergency medicine. The program aims to equip residents with tools for allyship and response, fostering a more inclusive environment.

Keywords:
Equity, diversity, inclusionMedical educationMicroaggressionSimulation

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Area of Science:

  • Medical Education
  • Social Sciences

Background:

  • Equity, diversity, inclusivity, indigeneity, and accessibility (EDIIA) education is crucial.
  • Gender-related microaggressions are prevalent in emergency departments.
  • Emergency medicine residents lack sufficient training on addressing microaggressions.

Purpose of the Study:

  • To develop and evaluate an immersive educational session on gender-based microaggressions.
  • To enhance residents' understanding and response strategies for microaggressions.
  • To foster allyship and promote inclusive practices in emergency medicine.

Main Methods:

  • A novel immersive session combining simulation and reflective teaching was designed.
  • The session focused on exploring gender-based microaggressions.
  • Anonymous surveys were used to collect participant feedback.

Main Results:

  • The pilot session received positive feedback from participants.
  • The intervention successfully provided a platform for discussing and understanding microaggressions.
  • The program demonstrated potential for broader EDIIA curriculum integration.

Conclusions:

  • The developed simulation and reflective teaching model is an effective approach to address gender-based microaggressions.
  • This innovative educational strategy can be a valuable addition to EDIIA curricula.
  • Further development is planned to address other forms of microaggressions.