Using Reflection and a Systems-Based Approach to Foster Gender Inclusion.

Area of Science:

• Medical Education
• Health Professions Education
• Gender Studies

Background:

• Gender bias, discrimination, and microaggressions are prevalent in medicine and health science training.
• Physician assistant/associate (PA) education is significantly impacted by these issues, necessitating targeted mitigation strategies.
• Understanding the consequences of gender bias is crucial for fostering equitable learning environments.

Purpose of the Study:

• To provide a practical guide for PA educators on recognizing and addressing gender bias.
• To integrate reflective practice and systematic assessment methods for bias detection within PA programs.
• To offer actionable strategies for mitigating bias through inclusive language, imagery, and quality improvement processes.

Main Methods:

• Review of common language related to bias, discrimination, and microaggressions.
• Integration of reflective practice principles for self-assessment of bias.
• Development of a systematic approach to assess bias at individual, class, course, curriculum, and program levels.
• Inclusion of strategies for mitigating bias using inclusive language and images via a checklist.

Main Results:

• Provides a framework for PA educators to understand and identify gender bias.
• Offers a systematic process for assessing bias across various educational components.
• Presents practical tools, including an inclusive checklist, to foster a positive quality improvement process for bias mitigation.

Conclusions:

• PA education requires proactive measures to combat gender bias.
• Reflective practice and systematic assessment are key to identifying and addressing bias.
• Implementing inclusive language and imagery is essential for creating equitable training environments and improving PA education quality.