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


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
Issue number9-10
StatePublished - Sep 2021


  • diversity
  • equity
  • medical education
  • residents

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health


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