Acknowledging and Addressing Microaggressions: A Virtual Experiential Learning Approach for Faculty.

Area of Science:

• Medical Education
• Diversity, Equity, and Inclusion (DEI)
• Faculty Development

Background:

• Accrediting bodies emphasize inclusive clinical learning environments.
• Faculty development in addressing microaggressions requires enhancement.
• A curriculum was designed to equip faculty with skills to manage microaggressions.

Purpose of the Study:

• To develop and evaluate a virtual faculty development curriculum.
• To enhance faculty skills in recognizing, addressing, and debriefing microaggressions.
• To foster more inclusive learning environments in medical settings.

Main Methods:

• Utilized Kern's six-step curriculum development model.
• Delivered four virtual workshops on microaggressions over an academic year.
• Included topics on recognizing, apologizing for, setting expectations around, and debriefing microaggressions.

Main Results:

• Thirty-one faculty participants from 10 departments completed the curriculum.
• Post-workshop surveys showed increased faculty confidence in addressing bias and microaggressions.
• Participants reported greater comfort in apologizing to learners after causing harm.

Conclusions:

• Experiential learning and feedback enhance faculty comfort and confidence in addressing bias.
• Faculty development programs are crucial for creating inclusive medical learning environments.
• Practice and feedback solidify behavioral skills for managing microaggressions effectively.