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

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Mededportal : the Journal of Teaching and Learning Resources
|September 5, 2024
PubMed
Summary

Faculty training in addressing microaggressions improved confidence in discussing bias and promoting inclusive learning environments. This curriculum highlights experiential learning for skill development in medical education.

Keywords:
Communication SkillsDiversityEquityFaculty DevelopmentFeedbackInclusionLGBTQ+MicroaggressionSimulation

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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.