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Building a More Inclusive Environment: Lessons Learned From Two Years of Microaggression Workshops.

Rachel King1, Timothy D Gilligan, Nicole Fennell

  • 1Ms. King: Director of Educational Integrity/Title IX Coordinator, Office of Educational Integrity, Cleveland Clinic, Cleveland, OH. Dr. Gilligan: Associate Professor of Medicine, Vice-Chair for Education, DEI Officer for Graduate Medical Education, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH, and Department of Hematology and Medical Oncology, Taussig Cancer Institute, Cleveland Clinic, Cleveland, OH. Ms. Fennell: Administrative Director, Center for Youth and College Education, Cleveland Clinic, Cleveland, OH. Dr. Harris: Associate Staff Physician, Program Director, Palliative Medicine Fellowship Program, The Louis and Harry Horvitz Palliative Medicine Program, Department of Palliative and Supportive Care, Taussig Cancer Institute, Cleveland Clinic, Cleveland, OH. Dr. Knettle: Medical Director, Assistant Professor, Center for Health Professions Education, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH. Dr. Nowacki: Associate Staff Biostatistician, Associate Professor, Department of Quantitative Health Sciences, and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH. Dr. Stoller: Professor and Chairman, Education Institute, Jean Wall Bennett Professor of Medicine and Samson Global Leadership Academy Endowed Chair, Cleveland Clinic, Cleveland, OH. Dr. Tizzano: Director of Student/Learner Health, Assistant Clinical Professor of Surgery, Cleveland Clinic, Cleveland, OH, and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH. Dr. Wiggins: Program Manager, Mandel Global Learning and Leadership Institute, Cleveland Clinic, Cleveland, OH. Dr. Yepes-Rios: Assistant Dean, Student Community and Engagement, Case Western Reserve University School of Medicine, Cleveland, OH, and Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH.

The Journal of Continuing Education in the Health Professions
|September 17, 2025
PubMed
Summary
This summary is machine-generated.

A workshop significantly improved healthcare professionals' confidence in recognizing and responding to microaggressions. These positive effects on inclusion and patient care persisted for at least three months post-training.

Keywords:
continuing educationdiversityequity and inclusionmicroaggressions

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Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Diversity, Equity, and Inclusion in Medicine

Background:

  • Microaggressions are prevalent in healthcare settings, hindering inclusion and patient care.
  • Developing effective interventions to address microaggressions is crucial for medical education.

Purpose of the Study:

  • To develop and evaluate a microaggression workshop for healthcare professionals.
  • To assess the workshop's impact on participants' ability to recognize and respond to microaggressions.

Main Methods:

  • An interprofessional group developed a workshop based on existing research.
  • Over 1400 participants attended virtual and in-person sessions.
  • Pre-, post-, and 1- and 3-month follow-up surveys measured confidence levels.

Main Results:

  • Participant confidence in recognizing microaggressions increased by nearly 20 points post-workshop.
  • Confidence in responding to microaggressions also rose by nearly 20 points.
  • These improvements were sustained at 1- and 3-month follow-ups.

Conclusions:

  • Microaggression workshops are effective and scalable interventions for healthcare settings.
  • Storytelling is a powerful tool for engaging participants in diversity and inclusion training.
  • Facilitators must address potential participant retraumatization and varying knowledge levels.