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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.
Abstract:
Microaggressions are common in medicine and are increasingly recognized as significant barriers to inclusion, belonging, and effective patient care. In 2020, an interprofessional group of educators set out to develop a microaggression workshop based on research available at the time. The workshop was launched in early 2022 and has been attended by over 1400 participants to date. This report outlines the approach taken, the workshop's effectiveness, and the lessons learned from 2 years of offering the workshop to multiple audiences virtually and in person. Participants completed pre- and postsurveys, and surveys 1 and 3 months after the workshop. After the workshop, participants' confidence in recognizing microaggressions and responding to microaggressions increased significantly, almost 20 points on a 100-point scale in each category from the presurvey to the postsurvey and remained increased at both the 1- and 3-month time points. Results are consistent with research demonstrating that such workshops are effective and further demonstrate that they can be delivered effectively at scale. Based on the authors' experience facilitating dozens of workshop sessions, they conclude that storytelling is more effective to engage the audience than sharing research data, that facilitators must remain sensitive to the potential for retraumatization of participants, and that knowledge differences among participants are notable.
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