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Changes in medical student implicit attitudes following a health equity curricular intervention.

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Title: Changes in medical student implicit attitudes following a health equity curricular intervention.
Authors: Leslie, Katie F.1 katie.leslie@louisville.edu, Sawning, Susan1, Shaw, M. Ann1, Martin, Leslee J.1, Simpson, Ryan C.1, Stephens, Jennifer E.1, Jones, V. Faye1
Source: Medical Teacher. Apr2018, Vol. 40 Issue 4, p372-378. 7p.
Subject Terms: *Cognition, *Curriculum, *Health services accessibility, *Psychology of medical students, Health status indicators, Race, Statistical sampling, Human sexuality, T-test (Statistics), LGBTQ+ people
Abstract: Purpose: This study assessed the: (1) effect of an LGBTQI + health equity curriculum (eQuality) on implicit attitudes among first (M1) and second year (M2) medical students and (2) utility of dedicated time to explore implicit bias. Method: Implicit biases were assessed at baseline using implicit association tests (IAT) for all M2s and a random sample of first years (M1A). These students were then debriefed on strategies to mitigate bias. Following eQuality, all M1 and M2s completed post-intervention IATs. The remaining first years (M1B) were then debriefed. Paired sample t-tests assessed differences between pre/post. Independent sample t-tests assessed differences in post-IATs between M1 groups. Results: IATs indicated preferences for “Straight,” “White,” and “Thin” at both pre and post. M2s demonstrated statistically significant improvements pre to post for sexuality (p = 0.01) and race (p = 0.03). There were significant differences in post-intervention IAT scores between M1As who received the IAT and debriefing prior to eQuality and M1Bs for sexuality (p = 0.002) and race (p = 0.046). There were no significant changes for weight. Conclusion: eQuality reduced implicit preference for “Straight” and “White.” Differences in M1 post-intervention IAT scores between groups suggest dedicating time to debrief implicit attitudes enhances bias mitigation. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:<bold>Purpose:</bold> This study assessed the: (1) effect of an LGBTQI + health equity curriculum (eQuality) on implicit attitudes among first (M1) and second year (M2) medical students and (2) utility of dedicated time to explore implicit bias. <bold>Method:</bold> Implicit biases were assessed at baseline using implicit association tests (IAT) for all M2s and a random sample of first years (M1A). These students were then debriefed on strategies to mitigate bias. Following eQuality, all M1 and M2s completed post-intervention IATs. The remaining first years (M1B) were then debriefed. Paired sample <italic>t</italic>-tests assessed differences between pre<bold>/</bold>post. Independent sample <italic>t</italic>-tests assessed differences in post-IATs between M1 groups. <bold>Results:</bold> IATs indicated preferences for “Straight,” “White,” and “Thin” at both pre and post. M2s demonstrated statistically significant improvements pre to post for sexuality (<italic>p</italic> = 0.01) and race (<italic>p</italic> = 0.03). There were significant differences in post-intervention IAT scores between M1As who received the IAT and debriefing prior to eQuality and M1Bs for sexuality (<italic>p</italic> = 0.002) and race (<italic>p</italic> = 0.046). There were no significant changes for weight. <bold>Conclusion:</bold> eQuality reduced implicit preference for “Straight” and “White.” Differences in M1 post-intervention IAT scores between groups suggest dedicating time to debrief implicit attitudes enhances bias mitigation. [ABSTRACT FROM AUTHOR]
ISSN:0142159X
DOI:10.1080/0142159X.2017.1403014