持续医学教育活动中的多样性,包容性和偏见:从参与者评估中吸取的教训
Melissa D Bregger1, Celia Laird O'Brien1, Oluwateniola E Brown1
1Feinberg School of Medicine, Northwestern University, Chicago, IL, USA.
Medical education online
|July 4, 2025
概括
尽管有多样性的努力,学习者在继续医学教育 (CME) 中感受到偏见. 识别社会身份,演讲者和内容偏见为未来的包容性CME规划提供了信息.
科学领域:
- 医学教育 医学教育
- 医疗保健的包容性包括在内.
- 减轻偏见的缓解偏见
背景情况:
- 持续医学教育 (CME) 旨在提供多样化,公平和包容性的内容.
- 学生对CME这些多样性努力的看法基本上是未知的.
- 了解学习者反对于评估CME偏差缓解的成功至关重要.
研究的目的:
- 评估学习者在CME活动中发现的偏见类型.
- 评估学习者对CME包容性和对多样性的满意度的看法.
- 了解CME中偏差缓解策略的有效性.
主要方法:
- 活动后评估的回顾性混合方法分析.
- 分析了来自210项CME活动的5284项评估 (2022年9月至2023年12月).
- 对967名学习者评论进行定性分析,以确定偏见类别.
主要成果:
- 学生对演讲者和内容多样性的满意度很高 (98.9%).
- 确定的偏见包括社会身份因素 (种族,种族,性别),演讲者/内容缺乏多样性,对评估的抵抗力和商业偏见.
- 一些学习者指出,教学设计并不包容.
结论:
- 学习者认为CME存在各种形式的偏见和缺乏包容性,即使有缓解努力.
- 研究结果表明,需要有针对性的规划,重点关注演讲者/内容多样性和偏见选,超越商业利益.
- 数据可以为CME开发和交付中改进的偏见缓解策略提供信息.
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