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What to Say When It Matters: Communication Skills to Address Implicit Bias Workshop
Bria McKenzie1, Dhanya Mahesh1, Elena Gupta2
1Third-Year Medical Student, Geisel School of Medicine at Dartmouth.
Introduction:
In academic medicine, learners, faculty, and staff commonly experience microaggressions, which have been linked to multiple negative outcomes (e.g., higher levels of depression, deteriorating well-being, increased anxiety, and feelings of isolation). Workshops teaching communication skills can reduce barriers in responding to microaggressions. Our workshops included students, faculty, and staff as both participants and cofacilitators.
Methods:
Each 2-hour, in-person workshop began with a large-group didactic. Next, cofacilitators led skills practice responding to microaggressions. Small-group cofacilitators underwent standardized training. Student and faculty/staff participants were surveyed after each workshop. We conducted factorial analyses of variance comparing the main effects of time, role (student vs. staff/faculty), and prior knowledge, as well as the interaction effects between time and role and between time and prior knowledge.
Results:
Fourteen workshops were conducted between 2022 and 2023. Students attended four of the workshops, and faculty/staff participated in 10. Participants reported greater knowledge (p < .001) and comfort (p < .001) identifying and responding to microaggressions after the workshop. The interactions between time and role and between time and prior knowledge on the dependent variables knowledge and comfort were significant (knowledge: p < .01; comfort: p < .05).
Discussion:
Active learning workshops constitute an effective method for teaching communication skills to address implicit bias in academic medicine. Including students as cocreators allows for greater relevance for student participants and authenticity for the student experience. Future directions include examining data on cofacilitator experiences and comparing outcomes for students versus faculty/staff.
Insights
Workshops teaching communication skills effectively reduce barriers to responding to microaggressions in academic medicine. Participants reported increased knowledge and comfort after the training, highlighting the value of active learning for addressing implicit bias.
Area of Science:
- Medical Education
- Social Sciences
Background:
- Microaggressions are prevalent in academic medicine, negatively impacting learners, faculty, and staff well-being.
- These experiences are linked to increased depression, anxiety, and social isolation.
- Effective communication skills training can mitigate the harmful effects of microaggressions.
Purpose of the Study:
- To evaluate the effectiveness of active learning workshops in improving responses to microaggressions.
- To assess changes in knowledge and comfort levels among participants.
- To explore the role of participants (students, faculty, staff) and prior knowledge.
Main Methods:
- Conducted 14 in-person workshops combining didactic sessions and skills practice.
- Utilized cofacilitators trained in responding to microaggressions.
- Surveyed student and faculty/staff participants before and after workshops, analyzing data with factorial ANOVA.
Main Results:
- Participants demonstrated significant increases in knowledge and comfort in identifying and responding to microaggressions (p < .001).
- Significant interactions were found between time and participant role, and time and prior knowledge, for both knowledge and comfort.
- The active learning approach proved effective in enhancing participants' skills.
Conclusions:
- Active learning workshops are an effective strategy for teaching communication skills to combat implicit bias in academic medicine.
- Involving students as co-creators enhances relevance and authenticity for the student experience.
- Future research should explore cofacilitator experiences and compare outcomes between student and faculty/staff groups.
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