问责我们自己:在学术物理治疗课程中使用偏见报告流程
Ndidiamaka Matthews1,2,3,4,5,6, Kathryn L Havens1,2,3,4,5,6, Libby Krause1,2,3,4,5,6
1Ndidiamaka Matthews is the associate professor of Clinical Physical Therapy, Vice Chair of Equity, Diversity, and Inclusion, Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA (dillibe@usc.edu). Please address all correspondence to Ndidiamaka Matthews.
Journal, physical therapy education
|November 6, 2025
概括
在物理治疗 (PT) 教育中实施偏见报告机制促进了信任和参与. 这个过程支持教育的公平性和卓越性,通过提供一个机密的通道报告有害行为.
科学领域:
- 健康 职业 教育 教育 专业
- 物理疗法物理治疗
- 公平与包容 公平与包容
背景情况:
- 偏见是物理治疗 (PT) 教育环境中记录下来的问题,阻碍了教育公平和卓越.
- 偏见报告机制提供了一种保密的方法来解决经历或目睹的有害行为.
研究的目的:
- 描述在学术PT课程中实现偏见报告机制的实施.
- 确定挑战和策略,以促进社区参与和信任.
- 概述恢复性行动,以解决个人和社区的需求.
主要方法:
- 案例报告详细介绍了偏见报告流程的开发和实施.
- 专注于社区参与,建立信任的策略和恢复行动.
- 对五年报告数据的分析.
主要成果:
- 偏见报告机制取得了良好的社区参与,在五年内收到36份报告.
- 越来越多的非匿名记者的百分比表明人们对这个过程的信任越来越大.
- 该机制有助于通过恢复性行动解决个人和社区的需求.
结论:
- 偏见报告流程可以成为学术PT课程的宝贵工具.
- 这些机制有助于实现教育公平和卓越.
- 建立信任和社区参与是偏见报告系统成功的关键.
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