Implicit Bias and Caring for Diverse Populations: Pediatric Trainee Attitudes and Gaps in Training

Hannah Barber Doucet, Valerie L. Ward, Tiffani J. Johnson, Lois K. Lee

Research output: Contribution to journalArticlepeer-review

Abstract

The objective of this study was to determine the attitudes, skill level, and preferred educational interventions of pediatric residents related to implicit bias and caring for diverse patient populations. A cross-sectional survey of pediatric residents at a single, large urban residency program was utilized. Surveys were completed by 88 (55%) residents who were 69% female and 35% non-White or mixed race. Almost all residents felt that it was very or extremely important to receive training on health disparities, diverse patient populations, and implicit bias. Self-assessment of skill level revealed that residents felt confident in areas often covered by cultural competency curricula, such as interpreter use, but were less confident in other areas. The top 3 areas identified for further training included implicit bias, working with transgender and gender nonconforming patients, and weight bias. For the majority of diversity and bias-related skills, prior training was significantly correlated with higher skill level (P <.05).

Original languageEnglish (US)
Pages (from-to)408-417
Number of pages10
JournalClinical Pediatrics
Volume60
Issue number9-10
DOIs
StatePublished - Sep 2021

Keywords

  • diversity
  • equity
  • medical education
  • residents

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

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