Holding Ourselves Accountable: Use of a Bias Reporting Process in an Academic Physical Therapy Program.

Journal, physical therapy education Pub Date : 2025-11-06 DOI:10.1097/JTE.0000000000000458

Ndidiamaka Matthews, Kathryn L Havens, Libby Krause, Jessica Rancour, Gemma Rosas, K Michael Rowley

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Abstract

Background and purpose: Bias has been documented in physical therapy (PT) educational settings and poses a significant barrier to the achievement of educational equity and excellence. Bias reporting mechanisms can be used for the confidential reporting of harmful behaviors witnessed or experienced.

Case description: This case report describes a process for a bias reporting mechanism in an academic PT program, the challenges faced, and strategies for building community engagement and trust in the process, and restorative actions used to meet individual and community needs.

Outcomes: Five years after implementing this process, the bias reporting mechanism has had good community engagement with 36 reports received and an increasing percentage of non-anonymous reporters, which suggests growing organizational trust in the process.

Discussion and conclusion: A bias reporting process may serve as a valuable mechanism for academic PT programs looking to achieve educational equity and excellence.

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让我们自己负责：在学术物理治疗项目中使用偏见报告过程。

背景和目的：在物理治疗（PT）教育环境中存在偏见，这对实现教育公平和卓越构成了重大障碍。偏见报告机制可用于目击或经历的有害行为的保密报告。案例描述：本案例报告描述了一个学术PT项目中偏见报告机制的过程，所面临的挑战，以及在此过程中建立社区参与和信任的策略，以及用于满足个人和社区需求的恢复性行动。结果：在实施这一过程五年后，偏见报告机制得到了良好的社区参与，收到了36份报告，非匿名记者的比例不断增加，这表明组织对这一过程的信任不断增强。讨论和结论：偏见报告过程可以作为学术PT项目寻求实现教育公平和卓越的有价值的机制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal, physical therapy education

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