This project evaluates the effectiveness of a bias awareness training for bio-medical teachers, aiming to increase their awareness and knowledge of implicit biases and promote unbiased behaviors. Using a mixed methods design, preliminary results indicate an improvement in participants’ understanding of implicit bias, increased confidence in recognition, and the ability to identify solutions. In-depth interviews in the second phase uncover facilitators and barriers within educational settings, providing valuable insights for fostering inclusive and diverse bio-medical education.

Background information

It has been shown that teachers who have an inclusive attitude in different dimensions of their teaching are able to create an inclusive learning environment, which is important for student learning and well-being. The first step in an inclusive attitude is awareness of unconscious attitudes and associations that impact how we view the world, other people, our behavior and decision-making. To create more awareness, a bias awareness training was designed based on Sukhera’s seven-point framework for integrating implicit bias recognition into health professions education (3). The training was implemented for all bio/medical degree-program teachers and medical doctors teaching medical residents.

Aims

The aim of this study is to evaluate a bias awareness training for bio-medical teachers.

Project description

Using a mixed methods design, our study aims to evaluate the effectiveness of the training in increasing teachers’ awareness and knowledge of implicit biases and their propensity to act in non-biased ways (e.g., social interactions, course materials). All teachers who followed a training session were invited to participate in this study. The first phase of our study consists of pre- and post-training survey analysis, followed by in-depth interviews conducted with
teachers who have participated in the training during the second phase.

Results

Preliminary results show that participants have a better understanding of implicit bias after following the training. The preliminary analysis also shows an increase in confidence of participants to recognize implicit bias and an increase in their ability to identify solutions for their own implicit bias. During the in-depth interviews in the second phase of this study, we discover more about the facilitators and barriers that participants experience within their teams, departments, and organization. The impact evaluation and its results are relevant to all education settings. The results offer valuable insights into how to foster inclusive a diverse bio/medical education.

References

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