Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study

• Published in: Journal of perinatology Vol. 42; no. 11; pp. 1519 - 1526
• Main Authors: Mavis, Stephanie C, Caruso, Catherine G, Carr, Cara Beth, Dyess, Nicolle F, French, Heather, Dadiz, Rita, Vasquez, Margarita, Johnston, Lindsay, Gillam-Krakauer, Maria, Chess, Patricia, Izatt, Susan, Payne, Allison H, Carbajal, Melissa M, Bonachea, Elizabeth M, Gray, Megan M
• Format: Journal Article
• Language: English
• Published: United States Nature Publishing Group 01.11.2022
• Subjects: Bias; Bias, Implicit; Clinical Competence; Consensus; Core curriculum; Curricula; Curriculum; Curriculum development; Delphi method; Delphi Technique; Education; Educational objectives; Health disparities; Hospitals; Humans; Infant, Newborn; Intensive care; Learning; Medicine; Neonates; Newborn babies; Pediatrics; Professions; Racism; Teachers
• ISSN: 0743-8346; 1476-5543
• DOI: 10.1038/s41372-022-01530-2

Despite longstanding and recurrent calls for effective implicit bias (IB) education in health professions education as one mechanism to reduce ongoing racism and health disparities, such curricula for neonatal-perinatal medicine (NPM) are limited. We aim to determine the key curricular elements for educating NPM fellows, advanced practice providers, and attending physicians in the critical topics of IB and health disparities. A modified Delphi study was performed with content experts in IB and health disparities who had educational relationships to those working and training in the neonatal intensive care unit. Three Delphi rounds were conducted from May to November 2021. Experts reached consensus on a variety of items for inclusion in the curriculum, including educational goals, learning objectives, teaching strategies, and educator principles. Essential curricular components of an IB and health disparities curriculum for neonatal medicine were defined using rigorous consensus building methodology.