How to Make or Break Implicit Bias Instruction

Implications for Curriculum Development

Cristina M. Gonzalez, Ramya J. Garba, Alyssa Liguori, Paul R. Marantz, Melissa D. McKee, Monica L. Lypson

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.

METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts.

RESULTS: Participants identified challenges that affect their ability to facilitate instruction in implicit bias. Faculty described the influence of their own background and identities as well as the influence of institutional values on their ability to facilitate implicit bias discussions. They noted the impact of resistant learners and faculty during discussions and made suggestions for institutional measures including the need for implementation of formalized longitudinal implicit bias curricula and faculty development.

CONCLUSIONS: Faculty facilitating sessions on implicit bias must attend faculty development sessions to be equipped to deal with some of the challenges they may face. Buy-in from institutional leadership is essential for successful implementation of implicit bias teaching, and medical educators need to consider formalized longitudinal curricula addressing the recognition and management of implicit biases.

Original languageEnglish (US)
Pages (from-to)S74-S81
JournalAcademic medicine : journal of the Association of American Medical Colleges
Volume93
Issue number11S Association of American Medical Colleges Learn Serve Lead
DOIs
StatePublished - Nov 1 2018

Fingerprint

curriculum development
instruction
trend
curriculum
ability
Teaching
interview
management
grounded theory
experience
educator
leadership
methodology

ASJC Scopus subject areas

  • Education

Cite this

How to Make or Break Implicit Bias Instruction : Implications for Curriculum Development. / Gonzalez, Cristina M.; Garba, Ramya J.; Liguori, Alyssa; Marantz, Paul R.; McKee, Melissa D.; Lypson, Monica L.

In: Academic medicine : journal of the Association of American Medical Colleges, Vol. 93, No. 11S Association of American Medical Colleges Learn Serve Lead, 01.11.2018, p. S74-S81.

Research output: Contribution to journalArticle

Gonzalez, Cristina M. ; Garba, Ramya J. ; Liguori, Alyssa ; Marantz, Paul R. ; McKee, Melissa D. ; Lypson, Monica L. / How to Make or Break Implicit Bias Instruction : Implications for Curriculum Development. In: Academic medicine : journal of the Association of American Medical Colleges. 2018 ; Vol. 93, No. 11S Association of American Medical Colleges Learn Serve Lead. pp. S74-S81.
@article{65aa31c3320c412badd36301a316474b,
title = "How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development",
abstract = "PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts.RESULTS: Participants identified challenges that affect their ability to facilitate instruction in implicit bias. Faculty described the influence of their own background and identities as well as the influence of institutional values on their ability to facilitate implicit bias discussions. They noted the impact of resistant learners and faculty during discussions and made suggestions for institutional measures including the need for implementation of formalized longitudinal implicit bias curricula and faculty development.CONCLUSIONS: Faculty facilitating sessions on implicit bias must attend faculty development sessions to be equipped to deal with some of the challenges they may face. Buy-in from institutional leadership is essential for successful implementation of implicit bias teaching, and medical educators need to consider formalized longitudinal curricula addressing the recognition and management of implicit biases.",
author = "Gonzalez, {Cristina M.} and Garba, {Ramya J.} and Alyssa Liguori and Marantz, {Paul R.} and McKee, {Melissa D.} and Lypson, {Monica L.}",
year = "2018",
month = "11",
day = "1",
doi = "10.1097/ACM.0000000000002386",
language = "English (US)",
volume = "93",
pages = "S74--S81",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "11S Association of American Medical Colleges Learn Serve Lead",

}

TY - JOUR

T1 - How to Make or Break Implicit Bias Instruction

T2 - Implications for Curriculum Development

AU - Gonzalez, Cristina M.

AU - Garba, Ramya J.

AU - Liguori, Alyssa

AU - Marantz, Paul R.

AU - McKee, Melissa D.

AU - Lypson, Monica L.

PY - 2018/11/1

Y1 - 2018/11/1

N2 - PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts.RESULTS: Participants identified challenges that affect their ability to facilitate instruction in implicit bias. Faculty described the influence of their own background and identities as well as the influence of institutional values on their ability to facilitate implicit bias discussions. They noted the impact of resistant learners and faculty during discussions and made suggestions for institutional measures including the need for implementation of formalized longitudinal implicit bias curricula and faculty development.CONCLUSIONS: Faculty facilitating sessions on implicit bias must attend faculty development sessions to be equipped to deal with some of the challenges they may face. Buy-in from institutional leadership is essential for successful implementation of implicit bias teaching, and medical educators need to consider formalized longitudinal curricula addressing the recognition and management of implicit biases.

AB - PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had experience teaching in implicit bias instruction or were interested in facilitating discussions related to implicit bias and the Implicit Association Test. Grounded theory methodology was used to analyze interview transcripts.RESULTS: Participants identified challenges that affect their ability to facilitate instruction in implicit bias. Faculty described the influence of their own background and identities as well as the influence of institutional values on their ability to facilitate implicit bias discussions. They noted the impact of resistant learners and faculty during discussions and made suggestions for institutional measures including the need for implementation of formalized longitudinal implicit bias curricula and faculty development.CONCLUSIONS: Faculty facilitating sessions on implicit bias must attend faculty development sessions to be equipped to deal with some of the challenges they may face. Buy-in from institutional leadership is essential for successful implementation of implicit bias teaching, and medical educators need to consider formalized longitudinal curricula addressing the recognition and management of implicit biases.

UR - http://www.scopus.com/inward/record.url?scp=85055617556&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055617556&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000002386

DO - 10.1097/ACM.0000000000002386

M3 - Article

VL - 93

SP - S74-S81

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 11S Association of American Medical Colleges Learn Serve Lead

ER -