Qualitative Evaluation of a Statewide Implicit Bias Training for Maternal Health Professionals

Abstract

Introduction

In response to alarming and persistent perinatal health inequities, policymakers, professional organizations, researchers, and advocates have called for the widescale dissemination of implicit bias training (IBT) for health care professionals. However, evaluations of such trainings are lacking. This study examines maternal health care professionals’ self-reports of knowledge, awareness, and skills changes after completing an IBT developed specifically for this audience.

Methods

We conducted a secondary analysis of qualitative responses to a posttest-only evaluation of a one-hour online IBT delivered to 2760 maternal health care professionals, 2257 (81.8%) of whom completed the evaluation survey. We applied reflexive thematic analysis to responses to 2 open-ended questions that directly addressed learning outcomes: (1) What did you learn that will help you in your practice? and (2) Please explain how this activity improved your competence. We then assessed the themes for alignment with Sukhera and Watling's conceptual framework for the integration of implicit bias recognition and management into training for health professionals.

Results

Five themes identified were foundational knowledge, general awareness, self-awareness, skills and strategies, and practice change. These themes mapped onto 5 of the 6 domains of the conceptual framework.

Discussion

A one-hour online IBT can lead to intended learner outcomes that align with a theorized framework reflecting an individual-level progression from increasing knowledge about implicit bias to building sensitivity to the experiential effects of one's bias on others. Learner responses indicate that building awareness of structural drivers and fostering a sense of acceptance and personal responsibility to address implicit bias may be additional key training components.