How Should We Approach Faculty Who Create Hostile Learning Environments for Underrepresented Students and Trainees?

Area of Science:

• Medical Education
• Healthcare Leadership
• Diversity and Inclusion

Background:

• Negative bias in healthcare learning environments can compromise patient safety and negatively impact underrepresented students.
• Faculty resistance or lack of skill in addressing bias poses a significant challenge to creating equitable educational settings.

Purpose of the Study:

• To provide guidance for educators and leaders on responding to faculty who exhibit resistance or lack of skill in addressing negative bias.
• To suggest strategies for preventing mistreatment of students and colleagues within healthcare settings.
• To explore methods for facilitating continuous faculty development and fostering a culture of accountability.

Main Methods:

• Case commentary analysis
• Review of strategies for faculty development
• Exploration of motivational techniques for equity

Main Results:

• Problematic faculty behaviors require specific interventions from leadership.
• Proactive strategies can prevent student and colleague mistreatment.
• Continuous faculty development is essential for addressing bias.

Conclusions:

• Healthcare institutions must implement robust strategies to address faculty bias.
• Fostering a culture of accountability is key to ensuring equitable learning environments.
• Leadership plays a critical role in faculty development and mitigating negative bias.