Qualitative analysis of medical student reflections on the implicit association test
Introduction Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexp...
Saved in:
Published in | Medical education Vol. 55; no. 6; pp. 741 - 748 |
---|---|
Main Authors | , , , , , |
Format | Journal Article |
Language | English |
Published |
England
Wiley Subscription Services, Inc
01.06.2021
|
Subjects | |
Online Access | Get full text |
Cover
Loading…
Abstract | Introduction
Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexplored. To better understand how learners may identify bias mitigation strategies, the authors explored perspectives of medical students during the clinical portion of their training to the experience of taking the IAT, and the resulting feedback.
Methods
Medical students in Bronx, NY, USA, participated in one 90‐minute session on implicit bias. The focus of analysis for this study is the post‐session narrative assignment inviting them to take the race‐based IAT and describe both their reaction to and the implications of their IAT results on their future work as physicians. The authors analysed 180 randomly selected de‐identified essays completed from 2013 to 2019 using an approach informed by constructivist grounded theory methodology.
Results
Medical students with clinical experience respond to the IAT through a continuum that includes their reactions to the IAT, acceptance of bias along with a struggle for strategy identification, and identification of a range of strategies to mitigate the impact of bias on clinical care. Results from the IAT invoked deep emotional reactions in students, and facilitated a questioning of previous assumptions, leading to paradigm shifts. An unexpected contrast to these deep and meaningful reflections was that students rarely chose to identify a strategy, and those that did provided strategies that were less nuanced.
Conclusion
Despite accepting implicit bias in themselves and desiring to provide unbiased care, students struggled to identify bias mitigation strategies, a crucial prerequisite to skill development. Educators should endeavour to expand instruction to bridge the chasm between students’ acceptance of bias and skill development in management of bias to improve the outcomes of their clinical encounters.
Gonzalez et al. demonstrate a deep chasm between clinical students' acceptance of #implicitbias and identification of strategies to mitigate such bias without targeted instruction. |
---|---|
AbstractList | Gonzalez et al. demonstrate a deep chasm between clinical students' acceptance of #implicitbias and identification of strategies to mitigate such bias without targeted instruction. Introduction Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexplored. To better understand how learners may identify bias mitigation strategies, the authors explored perspectives of medical students during the clinical portion of their training to the experience of taking the IAT, and the resulting feedback. Methods Medical students in Bronx, NY, USA, participated in one 90‐minute session on implicit bias. The focus of analysis for this study is the post‐session narrative assignment inviting them to take the race‐based IAT and describe both their reaction to and the implications of their IAT results on their future work as physicians. The authors analysed 180 randomly selected de‐identified essays completed from 2013 to 2019 using an approach informed by constructivist grounded theory methodology. Results Medical students with clinical experience respond to the IAT through a continuum that includes their reactions to the IAT, acceptance of bias along with a struggle for strategy identification, and identification of a range of strategies to mitigate the impact of bias on clinical care. Results from the IAT invoked deep emotional reactions in students, and facilitated a questioning of previous assumptions, leading to paradigm shifts. An unexpected contrast to these deep and meaningful reflections was that students rarely chose to identify a strategy, and those that did provided strategies that were less nuanced. Conclusion Despite accepting implicit bias in themselves and desiring to provide unbiased care, students struggled to identify bias mitigation strategies, a crucial prerequisite to skill development. Educators should endeavour to expand instruction to bridge the chasm between students’ acceptance of bias and skill development in management of bias to improve the outcomes of their clinical encounters. Gonzalez et al. demonstrate a deep chasm between clinical students' acceptance of #implicitbias and identification of strategies to mitigate such bias without targeted instruction. IntroductionHealth professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexplored. To better understand how learners may identify bias mitigation strategies, the authors explored perspectives of medical students during the clinical portion of their training to the experience of taking the IAT, and the resulting feedback.MethodsMedical students in Bronx, NY, USA, participated in one 90‐minute session on implicit bias. The focus of analysis for this study is the post‐session narrative assignment inviting them to take the race‐based IAT and describe both their reaction to and the implications of their IAT results on their future work as physicians. The authors analysed 180 randomly selected de‐identified essays completed from 2013 to 2019 using an approach informed by constructivist grounded theory methodology.ResultsMedical students with clinical experience respond to the IAT through a continuum that includes their reactions to the IAT, acceptance of bias along with a struggle for strategy identification, and identification of a range of strategies to mitigate the impact of bias on clinical care. Results from the IAT invoked deep emotional reactions in students, and facilitated a questioning of previous assumptions, leading to paradigm shifts. An unexpected contrast to these deep and meaningful reflections was that students rarely chose to identify a strategy, and those that did provided strategies that were less nuanced.ConclusionDespite accepting implicit bias in themselves and desiring to provide unbiased care, students struggled to identify bias mitigation strategies, a crucial prerequisite to skill development. Educators should endeavour to expand instruction to bridge the chasm between students’ acceptance of bias and skill development in management of bias to improve the outcomes of their clinical encounters. Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional reactions. Once an emotional reaction ensues, the gap between learner reaction and strategy identification remains relatively underexplored. To better understand how learners may identify bias mitigation strategies, the authors explored perspectives of medical students during the clinical portion of their training to the experience of taking the IAT, and the resulting feedback. Medical students in Bronx, NY, USA, participated in one 90-minute session on implicit bias. The focus of analysis for this study is the post-session narrative assignment inviting them to take the race-based IAT and describe both their reaction to and the implications of their IAT results on their future work as physicians. The authors analysed 180 randomly selected de-identified essays completed from 2013 to 2019 using an approach informed by constructivist grounded theory methodology. Medical students with clinical experience respond to the IAT through a continuum that includes their reactions to the IAT, acceptance of bias along with a struggle for strategy identification, and identification of a range of strategies to mitigate the impact of bias on clinical care. Results from the IAT invoked deep emotional reactions in students, and facilitated a questioning of previous assumptions, leading to paradigm shifts. An unexpected contrast to these deep and meaningful reflections was that students rarely chose to identify a strategy, and those that did provided strategies that were less nuanced. Despite accepting implicit bias in themselves and desiring to provide unbiased care, students struggled to identify bias mitigation strategies, a crucial prerequisite to skill development. Educators should endeavour to expand instruction to bridge the chasm between students' acceptance of bias and skill development in management of bias to improve the outcomes of their clinical encounters. |
Author | Weingarten‐Arams, Jacqueline Noah, Yuliana S. Correa, Nereida Gonzalez, Cristina M. Sukhera, Javeed Archer‐Dyer, Heather |
Author_xml | – sequence: 1 givenname: Cristina M. orcidid: 0000-0002-9779-6548 surname: Gonzalez fullname: Gonzalez, Cristina M. email: crgonzal@montefiore.org organization: Albert Einstein College of Medicine and Montefiore Medical Center – sequence: 2 givenname: Yuliana S. surname: Noah fullname: Noah, Yuliana S. organization: Jacobi Medical Center – sequence: 3 givenname: Nereida surname: Correa fullname: Correa, Nereida organization: Albert Einstein College of Medicine and Jacobi Medical Center – sequence: 4 givenname: Heather surname: Archer‐Dyer fullname: Archer‐Dyer, Heather organization: Albert Einstein College of Medicine – sequence: 5 givenname: Jacqueline surname: Weingarten‐Arams fullname: Weingarten‐Arams, Jacqueline organization: Albert Einstein College of Medicine and Montefiore Medical Center – sequence: 6 givenname: Javeed orcidid: 0000-0001-8146-4947 surname: Sukhera fullname: Sukhera, Javeed organization: Western University |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/33544914$$D View this record in MEDLINE/PubMed |
BookMark | eNp9kU1LxDAURYMoOn5s_AEScCNCNWmSNt0I4jcoIug6pOmrRjLN2KTK_HszzjioC7NIIO9wuLy7iVY73wFCu5Qc0XSOx9AMR5TzQq6gEWWFyPIqZ6toRBiRGaGUbKDNEF4JIaXgch1tMCY4rygfoceHQTsbdbTvgHWn3TTYgH2Lk9Qa7XCIQwNdxD20Dky0vkvjDscXwHY8cdbYiHUI3lg9G-IIIW6jtVa7ADuLdws9XV48nl1nt_dXN2ent5nhXMqMSaCaAamrkjekbKFquaxMoctG5FDWTVMyXYm2NqYlRS4rWcu2YKRIH8aAZFvoZO6dDHXKa1LOXjs16e1Y91PltVW_J519Uc_-XUlKK8ZFEhwsBL1_G1JyNbbBgHO6Az8ElXNZUsHLnCZ0_w_66oc-LSxRIhcsXflMeDinTO9DSDtbhqFEzcpSs7LUV1kJ3vsZf4l-t5MAOgc-rIPpPyp1d3H-NJd-Ahn8o5Q |
CitedBy_id | crossref_primary_10_1590_0103_11042022e615 crossref_primary_10_1007_s10459_022_10168_w crossref_primary_10_1590_0103_11042022e615i crossref_primary_10_3390_ijerph182312771 crossref_primary_10_1146_annurev_publhealth_052620_103528 crossref_primary_10_1007_s11606_024_08832_5 crossref_primary_10_1186_s12909_022_03891_w |
Cites_doi | 10.15766/mep_2374-8265.10893 10.1080/10401334.2013.857341 10.1097/ACM.0000000000002382 10.1097/ACM.0000000000003173 10.1097/ACM.0000000000001819 10.1007/s11606-007-0160-1 10.1097/ACM.0000000000001162 10.1111/medu.13804 10.1007/s40596-019-01133-8 10.15766/mep_2374-8265.10634 10.1097/ACM.0000000000000850 10.1007/s11606-009-1243-y 10.3928/01484834-20171020-11 10.1097/ACM.0000000000001388 10.1016/j.pec.2018.05.016 10.1007/s40037-019-00533-8 10.1126/science.aax2342 10.1007/s40615-017-0340-6 10.1016/j.socscimed.2017.05.013 10.1007/s10459-011-9335-y 10.1007/s11606-015-3447-7 10.1097/ACM.0000000000002386 10.1007/s10459-018-9816-3 10.1097/00001888-199408000-00017 10.15766/mep_2374-8265.10523 10.1371/journal.pone.0225058 10.1002/9781118838983.ch6 10.1037/pspa0000160 10.1197/j.aem.2005.07.028 10.1186/s40359-019-0299-7 10.1177/0091217417738935 10.1007/s11606-010-1250-z 10.1097/ACM.0000000000002835 10.1080/13814788.2017.1375091 10.1111/j.1365-2923.2011.04101.x 10.1080/10401334.2019.1687303 10.1002/ace.7401 10.4300/JGME-D-17-00906.1 10.3109/0142159X.2012.733453 10.1097/ACM.0000000000002006 10.1111/j.1365-2923.2012.04316.x 10.1111/medu.13124 10.1177/1368430216642029 10.1097/ACM.0000000000003697 10.1016/j.socscimed.2017.05.009 10.1037/0022-3514.74.6.1464 10.1097/ACM.0b013e31820824cd 10.1016/j.otc.2018.08.016 10.1007/s11606-019-04891-1 10.1097/ACM.0000000000002782 |
ContentType | Journal Article |
Copyright | 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Copyright © 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education |
Copyright_xml | – notice: 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education – notice: 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education. – notice: Copyright © 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education |
DBID | CGR CUY CVF ECM EIF NPM AAYXX CITATION K9. 7X8 5PM |
DOI | 10.1111/medu.14468 |
DatabaseName | Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed CrossRef ProQuest Health & Medical Complete (Alumni) MEDLINE - Academic PubMed Central (Full Participant titles) |
DatabaseTitle | MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) CrossRef ProQuest Health & Medical Complete (Alumni) MEDLINE - Academic |
DatabaseTitleList | CrossRef ProQuest Health & Medical Complete (Alumni) MEDLINE - Academic MEDLINE |
Database_xml | – sequence: 1 dbid: NPM name: PubMed url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: EIF name: MEDLINE url: https://proxy.k.utb.cz/login?url=https://www.webofscience.com/wos/medline/basic-search sourceTypes: Index Database |
DeliveryMethod | fulltext_linktorsrc |
Discipline | Medicine Education |
EISSN | 1365-2923 |
EndPage | 748 |
ExternalDocumentID | 10_1111_medu_14468 33544914 MEDU14468 |
Genre | article Research Support, Non-U.S. Gov't Journal Article Research Support, N.I.H., Extramural |
GrantInformation_xml | – fundername: National Institute on Minority Health and Health Disparities funderid: K23MD014178 – fundername: Robert Wood Johnson Foundation – fundername: Josiah Macy Jr. Foundation – fundername: NIMHD NIH HHS grantid: K23 MD014178 – fundername: NIMHD NIH HHS grantid: K23MD014178 |
GroupedDBID | --- -W8 .3N .55 .GA .GJ .GO .Y3 04C 05W 0R~ 10A 1OB 1OC 29M 31~ 33P 36B 3O- 3SF 4.4 50Y 50Z 51W 51X 52M 52N 52O 52P 52R 52S 52T 52U 52V 52W 52X 53G 5GY 5HH 5LA 5RE 5VS 66C 6PF 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A01 A03 AAESR AAEVG AAHHS AAHSB AANLZ AAONW AASGY AAWTL AAXRX AAZKR ABCQN ABCUV ABDBF ABEML ABIVO ABJNI ABLJU ABPVW ABQWH ABXGK ACAHQ ACBWZ ACCFJ ACCZN ACFBH ACGFS ACGOF ACMXC ACPOU ACSCC ACXBN ACXQS ADBBV ADBTR ADEOM ADIZJ ADKYN ADMGS ADOJX ADOZA ADXAS ADZMN AEEZP AEIGN AEIMD AENEX AEQDE AEUQT AEUYR AFBPY AFEBI AFFNX AFFPM AFGKR AFPWT AFZJQ AHBTC AHEFC AHMBA AIACR AITYG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN AMBMR AMYDB ATUGU AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BHBCM BMSDO BMXJE BROTX BRXPI BY8 C45 CAG COF CS3 D-6 D-7 D-E D-F DCZOG DPXWK DR2 DRFUL DRMAN DRSTM DU5 DUUFO EAD EAP EAS EBC EBD EBS ECF ECT ECV EDJ EIHBH EJD EMB EMK EMOBN ENB ENC ENX EPS EPT ESX EX3 F00 F01 F04 F5P FEDTE FUBAC G-S G.N GODZA H.X HF~ HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 KBYEO L7B LATKE LC2 LC3 LEEKS LH4 LITHE LOXES LP6 LP7 LUTES LW6 LYRES MEWTI MK4 MRFUL MRMAN MRSTM MSFUL MSMAN MSSTM MXFUL MXMAN MXSTM N04 N05 N9A NF~ O66 O9- OHT OIG OVD P2W P2X P2Z P4B P4D PALCI PQQKQ Q.N Q11 QB0 Q~Q R.K RJQFR ROL RX1 SAMSI SUPJJ SV3 TEORI TUS UB1 W8V W99 WBKPD WH7 WHWMO WIH WIJ WIK WOHZO WOW WQ9 WQJ WRC WVDHM WXI WXSBR X7M XG1 YFH ZGI ZXP ZZTAW ~IA ~WT CGR CUY CVF ECM EIF NPM AAMNL AAYXX ACRPL CITATION K9. 7X8 5PM |
ID | FETCH-LOGICAL-c4488-38e1a3e0b974d07fe9f489c6a7d52e7bdd73a95fbccf062898b8f6306bcccce83 |
IEDL.DBID | DR2 |
ISSN | 0308-0110 |
IngestDate | Tue Sep 17 21:07:42 EDT 2024 Wed Dec 04 01:02:02 EST 2024 Thu Oct 10 15:14:26 EDT 2024 Fri Dec 06 02:31:33 EST 2024 Sat Nov 02 12:19:50 EDT 2024 Sat Aug 24 01:05:45 EDT 2024 |
IsDoiOpenAccess | false |
IsOpenAccess | true |
IsPeerReviewed | true |
IsScholarly | true |
Issue | 6 |
Language | English |
License | 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education. |
LinkModel | DirectLink |
MergedId | FETCHMERGED-LOGICAL-c4488-38e1a3e0b974d07fe9f489c6a7d52e7bdd73a95fbccf062898b8f6306bcccce83 |
Notes | Funding information Reported in non‐anonymised version. K23MD014178: NIH/National Institute of Minority Health and Health Disparities. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
ORCID | 0000-0001-8146-4947 0000-0002-9779-6548 |
OpenAccessLink | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8119345 |
PMID | 33544914 |
PQID | 2525325225 |
PQPubID | 35751 |
PageCount | 8 |
ParticipantIDs | pubmedcentral_primary_oai_pubmedcentral_nih_gov_8119345 proquest_miscellaneous_2487154721 proquest_journals_2525325225 crossref_primary_10_1111_medu_14468 pubmed_primary_33544914 wiley_primary_10_1111_medu_14468_MEDU14468 |
PublicationCentury | 2000 |
PublicationDate | June 2021 |
PublicationDateYYYYMMDD | 2021-06-01 |
PublicationDate_xml | – month: 06 year: 2021 text: June 2021 |
PublicationDecade | 2020 |
PublicationPlace | England |
PublicationPlace_xml | – name: England – name: Oxford |
PublicationTitle | Medical education |
PublicationTitleAlternate | Med Educ |
PublicationYear | 2021 |
Publisher | Wiley Subscription Services, Inc |
Publisher_xml | – name: Wiley Subscription Services, Inc |
References | 2019; 8 2019; 7 2016; 19 2019; 94 2019; 53 2019; 52 2006; 13 2019; 34 2018; 101 2015; 30 2019; 14 2014; 26 2020; 16 2019; 366 1994; 69 2006 2012; 17 2016; 91 2020; 32 2018; 23 2016; 12 2018; 24 2017; 51 2018; 199 2017; 52 2010; 25 2018; 5 2017; 92 2013; 35 2020; 95 1997; 74 2017; 13 2017; 56 2011; 86 2015 2019; 117 2020; 44 2015; 90 2018; 93 1998; 74 2012; 46 2018; 10 2007; 22 e_1_2_11_32_1 e_1_2_11_30_1 e_1_2_11_36_1 e_1_2_11_51_1 e_1_2_11_13_1 e_1_2_11_53_1 e_1_2_11_11_1 e_1_2_11_29_1 e_1_2_11_6_1 e_1_2_11_27_1 e_1_2_11_4_1 e_1_2_11_48_1 e_1_2_11_2_1 e_1_2_11_20_1 e_1_2_11_45_1 e_1_2_11_47_1 e_1_2_11_24_1 e_1_2_11_41_1 e_1_2_11_8_1 e_1_2_11_22_1 e_1_2_11_43_1 e_1_2_11_17_1 e_1_2_11_15_1 e_1_2_11_38_1 e_1_2_11_19_1 e_1_2_11_50_1 e_1_2_11_10_1 e_1_2_11_31_1 e_1_2_11_14_1 e_1_2_11_35_1 e_1_2_11_52_1 e_1_2_11_12_1 e_1_2_11_33_1 e_1_2_11_7_1 Charmaz K (e_1_2_11_34_1) 2006 e_1_2_11_28_1 e_1_2_11_5_1 e_1_2_11_26_1 e_1_2_11_3_1 e_1_2_11_49_1 e_1_2_11_21_1 e_1_2_11_44_1 e_1_2_11_46_1 e_1_2_11_25_1 e_1_2_11_40_1 e_1_2_11_9_1 e_1_2_11_23_1 e_1_2_11_42_1 e_1_2_11_18_1 e_1_2_11_16_1 e_1_2_11_37_1 e_1_2_11_39_1 |
References_xml | – volume: 92 start-page: 365 issue: 3 year: 2017 end-page: 369 article-title: Implicit racial bias in medical school admissions publication-title: Acad Med – volume: 16 year: 2020 article-title: Building a tool kit for medical and dental students: addressing microaggressions and discrimination on the wards publication-title: MedEdPORTAL – volume: 30 start-page: 1748 issue: 12 year: 2015 end-page: 1756 article-title: Medical school experiences associated with change in implicit racial bias among 3547 students: A medical student CHANGES study report publication-title: J Gen Intern Med – volume: 52 start-page: 35 issue: 1 year: 2019 end-page: 46 article-title: The impact of cognitive and implicit bias on patient safety and quality publication-title: Otolaryngol Clin North Am – volume: 13 year: 2017 article-title: Beyond men, women, or both: a comprehensive, LGBTQ‐inclusive, implicit‐bias‐aware, standardized‐patient‐based sexual history taking curriculum publication-title: MedEdPORTAL – volume: 26 start-page: 64 issue: 1 year: 2014 end-page: 71 article-title: Implicit bias and its relation to health disparities: a teaching program and survey of medical students publication-title: Teach Learn Med – volume: 199 start-page: 202 year: 2018 end-page: 208 article-title: Making a difference in medical trainees' attitudes toward Latino patients: a pilot study of an intervention to modify implicit and explicit attitudes publication-title: Soc Sci Med – volume: 199 start-page: 219 year: 2018 end-page: 229 article-title: A decade of studying implicit racial/ethnic bias in healthcare providers using the implicit association test publication-title: Soc Sci Med – start-page: 51 year: 2015 end-page: 65 – volume: 10 start-page: 353 issue: 3 year: 2018 end-page: 354 article-title: Tackling implicit and explicit bias through objective structured teaching exercises for faculty publication-title: J Grad Med Educ – volume: 34 start-page: 692 issue: 5 year: 2019 end-page: 698 article-title: A qualitative study of New York medical student views on implicit bias instruction: implications for curriculum development publication-title: J Gen Intern Med – volume: 17 start-page: 585 issue: 4 year: 2012 end-page: 596 article-title: Creating stories to live by: caring and professional identity formation in a longitudinal integrated clerkship publication-title: Adv Health Sci Educ Theory Pract – volume: 23 start-page: 587 issue: 3 year: 2018 end-page: 599 article-title: Adaptive reinventing: implicit bias and the co‐construction of social change publication-title: Adv Health Sci Educ Theory Pract – volume: 7 start-page: 29 issue: 1 year: 2019 article-title: Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review publication-title: BMC Psychol – volume: 46 start-page: 887 issue: 9 year: 2012 end-page: 893 article-title: More than an education: the hidden curriculum, professional attitudes and career choice publication-title: Med Educ – volume: 91 start-page: 1379 issue: 10 year: 2016 end-page: 1383 article-title: Where do soldiers really come from? A faculty development workshop on veteran‐centered Care publication-title: Acad Med – volume: 95 start-page: 717 issue: 5 year: 2020 end-page: 723 article-title: Implicit bias in health professions: from recognition to transformation publication-title: Acad Med – volume: 12 year: 2016 article-title: When race matters on the wards: talking about racial health disparities and racism in the clinical setting publication-title: MedEdPORTAL – volume: 101 start-page: 1669 issue: 9 year: 2018 end-page: 1675 article-title: Patient perspectives on racial and ethnic implicit bias in clinical encounters: Implications for curriculum development publication-title: Patient Educ Couns – volume: 35 start-page: e1082 issue: 4 year: 2013 end-page: e1089 article-title: Fostering students' reflection about bias in healthcare: cognitive dissonance and the role of personal and normative standards publication-title: Med Teach – volume: 93 start-page: 35 issue: 1 year: 2018 end-page: 40 article-title: A Framework for integrating implicit bias recognition into health professions education publication-title: Acad Med – volume: 25 start-page: S115 issue: Suppl 2 year: 2010 end-page: S118 article-title: When best intentions aren't enough: helping medical students develop strategies for managing bias about patients publication-title: J Gen Intern Med – volume: 95 start-page: S150 year: 2020 end-page: S155 article-title: It can be done! A skills‐based elective in implicit bias recognition and management for preclinical medical students publication-title: Acad Med – volume: 14 issue: 11 year: 2019 article-title: Pre‐clinical medical student reflections on implicit bias: Implications for learning and teaching publication-title: PLoS One – volume: 93 start-page: S82 year: 2018 end-page: S88 article-title: Striving while accepting: exploring the relationship between identity and implicit bias recognition and management publication-title: Acad Med – volume: 52 start-page: 345 issue: 4‐6 year: 2017 end-page: 354 article-title: Teaching resident physicians the power of implicit bias and how it impacts patient care utilizing patients who have experienced incarceration as a model publication-title: Int J Psychiatry Med – volume: 94 start-page: 1574 issue: 10 year: 2019 end-page: 1580 article-title: Understanding professional identity formation in early clerkship: a novel framework publication-title: Acad Med – volume: 90 start-page: 1636 issue: 12 year: 2015 end-page: 1640 article-title: The evolution of an elective in health disparities and advocacy: description of instructional strategies and program evaluation publication-title: Acad Med – volume: 94 start-page: 1204 issue: 8 year: 2019 end-page: 1210 article-title: Implicit bias and the feedback paradox: exploring how health professionals engage with feedback while questioning its credibility publication-title: Acad Med – volume: 117 start-page: 522 issue: 3 year: 2019 end-page: 559 article-title: A meta‐analysis of procedures to change implicit measures publication-title: J Pers Soc Psychol – volume: 86 start-page: 307 issue: 3 year: 2011 end-page: 313 article-title: Checklists to reduce diagnostic errors publication-title: Acad Med – volume: 13 start-page: 90 issue: 1 year: 2006 end-page: 94 article-title: Profiles in patient safety: confirmation bias in emergency medicine publication-title: Acad Emerg Med – volume: 74 start-page: 1464 issue: 6 year: 1998 end-page: 1480 article-title: Measuring individual differences in implicit cognition: the implicit association test publication-title: J Pers Soc Psychol – volume: 51 start-page: 40 issue: 1 year: 2017 end-page: 50 article-title: Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking publication-title: Med Educ – volume: 93 start-page: 623 issue: 4 year: 2018 end-page: 629 article-title: The actual versus idealized self: exploring responses to feedback about implicit bias in health professionals publication-title: Acad Med – volume: 8 start-page: 267 issue: 5 year: 2019 end-page: 275 article-title: The Implicit Association Test in health professions education: a meta‐narrative review publication-title: Perspect Med Educ – volume: 5 start-page: 34 issue: 1 year: 2018 end-page: 49 article-title: Self‐awareness and cultural identity as an effort to reduce bias in medicine publication-title: J Racial Ethn Health Disparities – volume: 32 start-page: 117 issue: 2 year: 2020 end-page: 125 article-title: Reflective writing as a window on medical students' professional identity development in a longitudinal integrated clerkship publication-title: Teach Learn Med – volume: 93 start-page: S74 year: 2018 end-page: S81 article-title: How to make or break implicit bias instruction: implications for curriculum development publication-title: Acad Med – volume: 56 start-page: 692 issue: 11 year: 2017 end-page: 696 article-title: Teaching strategies to increase nursing student acceptance and management of unconscious bias publication-title: J Nurs Educ – volume: 19 start-page: 528 issue: 4 year: 2016 end-page: 542 article-title: Examining the presence, consequences, and reduction of implicit bias in health care: a narrative review publication-title: Group Process Intergroup Relat – volume: 22 start-page: 882 issue: 6 year: 2007 end-page: 887 article-title: Reducing racial bias among health care providers: lessons from social‐cognitive psychology publication-title: J Gen Intern Med – volume: 44 start-page: 59 issue: 1 year: 2020 end-page: 63 article-title: Implicit stigma recognition and management for health professionals publication-title: Acad Psychiatry – volume: 53 start-page: 547 issue: 6 year: 2019 end-page: 558 article-title: Transformative learning as pedagogy for the health professions: a scoping review publication-title: Med Educ – year: 2006 – volume: 366 start-page: 447 issue: 6464 year: 2019 end-page: 453 article-title: Dissecting racial bias in an algorithm used to manage the health of populations publication-title: Science – volume: 46 start-page: 80 issue: 1 year: 2012 end-page: 88 article-title: Helping medical learners recognise and manage unconscious bias toward certain patient groups publication-title: Med Educ – volume: 69 start-page: 670 issue: 8 year: 1994 end-page: 679 article-title: Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development publication-title: Acad Med – volume: 24 start-page: 9 issue: 1 year: 2018 end-page: 18 article-title: Series: practical guidance to qualitative research. Part 3: Sampling, data collection and analysis publication-title: Eur J Gen Pract – volume: 74 start-page: 5 year: 1997 end-page: 12 article-title: Transformative learning: theory to practice. In Transformative learning in action: insights from practice publication-title: New Dir Adult Cont Educ – volume: 25 start-page: S102 issue: Suppl 2 year: 2010 end-page: 107 article-title: Disparities education: what do students want? publication-title: J Gen Intern Med – ident: e_1_2_11_17_1 doi: 10.15766/mep_2374-8265.10893 – ident: e_1_2_11_7_1 doi: 10.1080/10401334.2013.857341 – ident: e_1_2_11_37_1 doi: 10.1097/ACM.0000000000002382 – ident: e_1_2_11_25_1 doi: 10.1097/ACM.0000000000003173 – ident: e_1_2_11_26_1 doi: 10.1097/ACM.0000000000001819 – ident: e_1_2_11_42_1 doi: 10.1007/s11606-007-0160-1 – ident: e_1_2_11_13_1 doi: 10.1097/ACM.0000000000001162 – ident: e_1_2_11_41_1 doi: 10.1111/medu.13804 – ident: e_1_2_11_50_1 doi: 10.1007/s40596-019-01133-8 – ident: e_1_2_11_11_1 doi: 10.15766/mep_2374-8265.10634 – ident: e_1_2_11_8_1 doi: 10.1097/ACM.0000000000000850 – ident: e_1_2_11_5_1 doi: 10.1007/s11606-009-1243-y – ident: e_1_2_11_10_1 doi: 10.3928/01484834-20171020-11 – ident: e_1_2_11_49_1 doi: 10.1097/ACM.0000000000001388 – ident: e_1_2_11_44_1 doi: 10.1016/j.pec.2018.05.016 – ident: e_1_2_11_19_1 doi: 10.1007/s40037-019-00533-8 – ident: e_1_2_11_47_1 doi: 10.1126/science.aax2342 – ident: e_1_2_11_9_1 doi: 10.1007/s40615-017-0340-6 – ident: e_1_2_11_12_1 doi: 10.1016/j.socscimed.2017.05.013 – ident: e_1_2_11_31_1 doi: 10.1007/s10459-011-9335-y – ident: e_1_2_11_51_1 doi: 10.1007/s11606-015-3447-7 – ident: e_1_2_11_33_1 doi: 10.1097/ACM.0000000000002386 – ident: e_1_2_11_28_1 doi: 10.1007/s10459-018-9816-3 – ident: e_1_2_11_53_1 doi: 10.1097/00001888-199408000-00017 – ident: e_1_2_11_16_1 doi: 10.15766/mep_2374-8265.10523 – ident: e_1_2_11_29_1 doi: 10.1371/journal.pone.0225058 – ident: e_1_2_11_21_1 – ident: e_1_2_11_38_1 doi: 10.1002/9781118838983.ch6 – ident: e_1_2_11_22_1 doi: 10.1037/pspa0000160 – ident: e_1_2_11_45_1 doi: 10.1197/j.aem.2005.07.028 – ident: e_1_2_11_23_1 doi: 10.1186/s40359-019-0299-7 – ident: e_1_2_11_14_1 doi: 10.1177/0091217417738935 – ident: e_1_2_11_43_1 doi: 10.1007/s11606-010-1250-z – ident: e_1_2_11_30_1 doi: 10.1097/ACM.0000000000002835 – ident: e_1_2_11_39_1 doi: 10.1080/13814788.2017.1375091 – ident: e_1_2_11_48_1 doi: 10.1111/j.1365-2923.2011.04101.x – ident: e_1_2_11_32_1 doi: 10.1080/10401334.2019.1687303 – ident: e_1_2_11_27_1 doi: 10.1002/ace.7401 – ident: e_1_2_11_15_1 doi: 10.4300/JGME-D-17-00906.1 – volume-title: Constructing Grounded Theory: A Practical Guide through Qualitative Analysis year: 2006 ident: e_1_2_11_34_1 contributor: fullname: Charmaz K – ident: e_1_2_11_6_1 doi: 10.3109/0142159X.2012.733453 – ident: e_1_2_11_35_1 doi: 10.1097/ACM.0000000000002006 – ident: e_1_2_11_52_1 doi: 10.1111/j.1365-2923.2012.04316.x – ident: e_1_2_11_40_1 doi: 10.1111/medu.13124 – ident: e_1_2_11_4_1 doi: 10.1177/1368430216642029 – ident: e_1_2_11_18_1 doi: 10.1097/ACM.0000000000003697 – ident: e_1_2_11_2_1 doi: 10.1016/j.socscimed.2017.05.009 – ident: e_1_2_11_20_1 doi: 10.1037/0022-3514.74.6.1464 – ident: e_1_2_11_46_1 doi: 10.1097/ACM.0b013e31820824cd – ident: e_1_2_11_3_1 doi: 10.1016/j.otc.2018.08.016 – ident: e_1_2_11_24_1 doi: 10.1007/s11606-019-04891-1 – ident: e_1_2_11_36_1 doi: 10.1097/ACM.0000000000002782 |
SSID | ssj0007548 |
Score | 2.429957 |
Snippet | Introduction
Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong... Health professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong emotional... Gonzalez et al. demonstrate a deep chasm between clinical students' acceptance of #implicitbias and identification of strategies to mitigate such bias without... IntroductionHealth professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong... INTRODUCTIONHealth professions educators use the Implicit Association Test (IAT) to raise awareness of implicit bias in learners, often engendering strong... |
SourceID | pubmedcentral proquest crossref pubmed wiley |
SourceType | Open Access Repository Aggregation Database Index Database Publisher |
StartPage | 741 |
SubjectTerms | Bias Feedback Humans Medical education Medical students Physicians Prejudice Qualitative research Skill development Students, Medical |
Title | Qualitative analysis of medical student reflections on the implicit association test |
URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fmedu.14468 https://www.ncbi.nlm.nih.gov/pubmed/33544914 https://www.proquest.com/docview/2525325225 https://search.proquest.com/docview/2487154721 https://pubmed.ncbi.nlm.nih.gov/PMC8119345 |
Volume | 55 |
hasFullText | 1 |
inHoldings | 1 |
isFullTextHit | |
isPrint | |
link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3Na9swFH-UHkov_Ui_3GVDZTsVHGJ92BbsUtqUUsgOo4FeipEsiYU1Tmmcy_76Pcl20qww2C7GWDKW9PT8fk967yeAL8oxqXnqYkOzNOZCqFiilYiNGspcG55y5bORx9_Suwm_fxSPW_C1y4Vp-CFWC25eM8L_2iu40os3Sj7zixnem_GZvgnLfDzfzfc1d1QmwtFZno8l9kau5Sb1YTzrVzet0TuI-T5S8i2CDSbodh-eusY3kSc_B8taD8pff_A6_m_vDmCvxabkqplMh7Blq54_1rkNAenBzrjdiT-Ch4Z8I9CGE9Uym5C5I7Nm54csGtJMgn1-DuFeFRZXBPEmmYYo9mlN1HpuEIS89TFMbkcP13dxe0JDXKJbl8cst4lidqjRKzHDzFnpeC7LVGVGUJtpYzKmpHC6LJ1P1kTx5y5FLwUflKXN2QlsV_PKngGh1HCN6Kzk1HKnnEw1dVxbJROJLryJ4HMnqeKlIeIoOgfGD1YRBiuCfifEolXGRUEFFQwvVERwsSpGNfJ7I6qy8yXWQccN0ST6wxGcNjJffYYxwblMeATZxmxYVfAU3Zsl1fRHoOrOEwTIHL97GYT9l5YX49HNJNyd_0vlD7BLfZRNWBfqw3b9urQfESbV-lNQh99U5RE6 |
link.rule.ids | 230,314,780,784,885,1375,27924,27925,46294,46718 |
linkProvider | Wiley-Blackwell |
linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3Pb9MwFH6CIsEu_OgGCxQwgtOkTI1jJ_ERsU0F1h1QK-0W2bGtVbB0WtMLfz3vOWm7UmkSXKIoduT4x4u_9_z5M8An7VNlROZjy_MsFlLqWOEsEVs9VIWxIhOadiOPL7LRVHy7lJcdN4f2wrT6EOuAG1lG-F-TgVNA-o6VX1M0g9yZ4iE8QntPiNF18mOjHpXLcHgWKbLENM116qRE5Nm8uz0f7YDMXa7kXQwbJqGzZ-1Jq4ugXUjck5_Hy8YcV7__Unb87_o9h6cdPGWf2_H0Ah64uk8nO3cskD48HneL8fswafU3gnI40524CZt7dt0u_rBFq5vJsNK_AuOrxuSaIeRks0BknzVMb4YHQ9TbHMD07HTyZRR3hzTEFXp2RZwWLtGpGxp0TOww9055Uagq07mV3OXG2jzVSnpTVZ72a-IIKHyGjgo-qCpXpC-hV89rdwiMcysMArRKcCe89ioz3AvjtEoUevE2go-rripvWi2OcuXDUGOVobEiGKx6sezscVFyyWWKFy4j-LBORkui5RFdu_kS86DvhoASXeIIXrWdvi4mTaUQKhER5FvDYZ2BVLq3U-rZVVDrLhLEyALLPQq9fc-Xl-PTk2m4e_0vmd_Dk9FkfF6ef734_gb2OJFuQphoAL3mduneImpqzLtgG38AWnwVWw |
linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1dS-QwFL34AeLLqrPq1nXdLOuTUJlJk7aBfZEdB10dWcQBX6QkTYKDOx1ZOy_76_cmbedDQdCXUpqUJrm5zTnJzQnAobSRUCy2oaZJHDLOZShwlAi1bItUaRYz6XYj96_iswH7dctvl-BHsxem0oeYTrg5z_D_a-fgj9rOOfnITWY4NpMuwyqLqXDK-d3rmXhUwv3ZWU6QJXSjXC1O6uJ4Zu8uDkcvMObLUMl5COvHoN4G3DWlr0JPHo4npTrO_z0Tdnxv9TbhQw1OyUnVm7ZgyRQtd65zHQPSgrV-vRT_EW4q9Q2vG05kLW1CxpaMqqUf8lSpZhKs8x8f71VgckEQcJKhD2MflkTOOgdBzFtuw6B3evPzLKyPaAhz5HVpGKWmIyPTVkhLdDuxRliWijyWiebUJErrJJKCW5Xn1u3WRPunNkaagg_y3KTRDqwU48J8AkKpZgrhWc6oYVZaEStqmTJSdARyeB3A98ZS2WOlxJE1DMY1VuYbK4D9xohZ7Y1PGeWUR3ihPIBv02T0I7c4IgsznmAeZG4IJ5EQB7Bb2Xz6mSjijIkOCyBZ6A3TDE6jezGlGN57re60gwiZ4XePvLFfKXnWP-0O_N3eWzJ_hbXf3V52eX518RnWqYu48XNE-7BS_p2YLwiZSnXgPeM_GaAUCg |
openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Qualitative+analysis+of+medical+student+reflections+on+the+implicit+association+test&rft.jtitle=Medical+education&rft.au=Gonzalez%2C+Cristina+M.&rft.au=Noah%2C+Yuliana+S.&rft.au=Correa%2C+Nereida&rft.au=Archer%E2%80%90Dyer%2C+Heather&rft.date=2021-06-01&rft.issn=0308-0110&rft.eissn=1365-2923&rft.volume=55&rft.issue=6&rft.spage=741&rft.epage=748&rft_id=info:doi/10.1111%2Fmedu.14468&rft.externalDBID=10.1111%252Fmedu.14468&rft.externalDocID=MEDU14468 |
thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0308-0110&client=summon |
thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0308-0110&client=summon |
thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0308-0110&client=summon |