Recognizing and Responding to Overt Racism Towards Medical Trainees: Using the IRES Tool and Scripted Language
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Summary
This summary is machine-generated.Medical faculty can now better respond to overt racism targeting trainees. A workshop using the IRES tool and practice sessions improved their ability to support learners in clinical settings.
Area Of Science
- Medical Education
- Anti-Racism Training
- Clinical Learning Environments
Background
- Medical educators often lack effective strategies to address racism directed at trainees.
- Existing methods for microaggression response may inadvertently harm targets.
- There is a need for faculty development in responding to overt racism to support trainees.
Purpose Of The Study
- To equip medical faculty with methods to recognize and respond to overt racism.
- To enhance trainee support within the clinical learning environment.
- To develop faculty confidence and competence in addressing racist incidents.
Main Methods
- A faculty development workshop was designed with didactic and experiential components.
- The IRES (identify, respond, end, support) tool was introduced for responding to overt racism.
- Participants engaged in case-based practice sessions and debriefing, followed by a survey.
Main Results
- A faculty development workshop improved participants' ability to distinguish and respond to overt racism versus microaggressions.
- Confidence in responding to overt racism and debriefing skills increased significantly (p < .001).
- Scripted language was identified as a valuable tool for promoting upstander behavior.
Conclusions
- A novel framework effectively enhances faculty's response to racism targeting trainees.
- Experiential learning and scripted language are crucial for effective anti-racism training.
- This training model is adaptable for residents, fellows, and other healthcare disciplines.
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