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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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Changes in medical student implicit attitudes following a health equity curricular intervention.
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  Data: <searchLink fieldCode="AR" term="%22Leslie%2C+Katie+F%2E%22">Leslie, Katie F.</searchLink><relatesTo>1</relatesTo><i> katie.leslie@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22Sawning%2C+Susan%22">Sawning, Susan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shaw%2C+M%2E+Ann%22">Shaw, M. Ann</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Martin%2C+Leslee+J%2E%22">Martin, Leslee J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Simpson%2C+Ryan+C%2E%22">Simpson, Ryan C.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Stephens%2C+Jennifer+E%2E%22">Stephens, Jennifer E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jones%2C+V%2E+Faye%22">Jones, V. Faye</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Apr2018, Vol. 40 Issue 4, p372-378. 7p.
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  Data: <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]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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