MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Development and Implementation of a Family Presence Facilitator Curriculum for Interprofessional Use in Pediatric Medical Resuscitations.","authors":"Ellen Duncan, Joanne Agnant, Kymme Napoli, Selin T Sagalowsky","doi":"10.15766/mep_2374-8265.11445","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11445","url":null,"abstract":"<p><strong>Introduction: </strong>Family presence during pediatric medical resuscitation has myriad benefits. However, there is significant heterogeneity in provider acceptance and implementation of the family support role. We designed this curriculum to teach all members of the health care team best practices in the Family Presence Facilitator (FPF) role during pediatric medical resuscitations.</p><p><strong>Methods: </strong>We applied Kern's six-step approach to develop an FPF curriculum comprising didactic and interactive elements, along with training for simulated participants. We implemented the curriculum through (a) live sessions (30-minute didactic or 90-minute workshop) for learners; (b) a 20-minute asynchronous version of the didactic curriculum for self-directed learning; and (c) a 1-hour, monthly, in situ simulation curriculum in a pediatric emergency department setting. Curriculum evaluation surveys queried self-reported engagement, satisfaction, relevance, confidence, commitment, knowledge, skills, and attitudes in a retrospective pre/post format.</p><p><strong>Results: </strong>We collected data from 153 learners, including attendings, fellows, residents, advanced practice providers, medical students, and child life specialists, between October 2022 and September 2023. Only 22% of participants had received similar prior training. One hundred percent of learners found the curriculum enjoyable and engaging; learners also agreed the curriculum improved their knowledge and skills in providing empathetic and respectful communication (99%); nonspeculative, clear information (100%); and nonverbal support (99%). Of respondents, 100% believed the curriculum would improve the patient care experience.</p><p><strong>Discussion: </strong>Facilitating family presence during pediatric medical resuscitations is a crucial skill. Our curriculum improves self-reported confidence, knowledge, and skills among interprofessional learners. Next steps include expanding this curriculum beyond the pediatric setting.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11445"},"PeriodicalIF":0.0,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11458738/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142393961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Hypothesis-Driven, Near-Peer Physical Diagnosis Module on Streptococcal Pharyngitis Within the Pediatrics Clerkship.","authors":"Lindsay Podraza, Lauren S Starnes, Kyle Langford, Logan Garfield, Allyson Metro, Alyssa Schlotman, Nicole Chambers, Maya Neeley","doi":"10.15766/mep_2374-8265.11448","DOIUrl":"10.15766/mep_2374-8265.11448","url":null,"abstract":"<p><strong>Introduction: </strong>In busy clinical settings, there is limited time to teach physical examination (PE) and procedural skills, particularly when the traditional head-to-toe PE approach is time-consuming. Near-peer teaching of a more efficient approach, the hypothesis-driven PE (HDPE), increases students' learning opportunities. We developed a near-peer HDPE module to improve medical student confidence, knowledge, and skills for diagnosing and managing streptococcal pharyngitis.</p><p><strong>Methods: </strong>During this 1-hour module, residents taught the diagnostic approach for a patient with sore throat and facilitated small groups for practicing PE and throat swab skills. We assessed students using pre- and postmodule surveys including Likert-scale confidence scores (1 = <i>not at all confident</i>, 5= <i>extremely confident</i>), multiple-choice knowledge questions, and a skills rubric. A control group was surveyed at clerkship conclusion.</p><p><strong>Results: </strong>Of the 71 pediatric clerkship students who participated, 69 (97%) completed premodule surveys and 65 (91%) completed skills assessments. Twenty-eight (39%) completed postmodule surveys and skill assessments. After participation, students' survey responses and rubrics indicated significant increase in confidence (<i>Mdn</i> _pre = 2 [IQR = 1,2], <i>Mdn</i> _post = 4 [IQR = 4,5]; <i>p</i> < .001), knowledge (<i>M</i> _pre = 40%, <i>M</i> _post = 77%; <i>p</i> < .001), and skills (<i>M</i> _pre = 5.3, <i>M</i> _post = 7.5; <i>p</i> < .01). Participating students also had significantly higher confidence (<i>p</i> < .005) and knowledge (<i>p</i> < 0.01) compared to the control group.</p><p><strong>Discussion: </strong>This near-peer HDPE module improved students' knowledge, confidence, and skills related to streptococcal pharyngitis diagnosis and management and achieved compliance for a required clerkship skill.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11448"},"PeriodicalIF":0.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11450068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Low-Cost, Scalable Simulations in Obstetric Trauma and Resuscitative Hysterotomy for Emergency Medicine Residents.","authors":"Hao Ren Chin, Wei Xiang Ng","doi":"10.15766/mep_2374-8265.11452","DOIUrl":"10.15766/mep_2374-8265.11452","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation-based learning is essential for health care providers to prepare for rare obstetric emergencies, such as severe trauma and maternal cardiac arrest. These situations demand rapid and prompt actions, often testing the skill of emergency physicians. Resuscitative hysterotomy (RH), a critical procedure in maternal cardiac arrest, requires technical expertise, coordination, and anatomical knowledge. The high cost of commercial trainers and complex existing models restricts accessibility. This resource introduces a low-cost anatomically accurate RH task trainer and assesses its effectiveness in improving skills and confidence among trainee emergency physicians.</p><p><strong>Methods: </strong>A 20-minute-long case scenario depicted the resuscitation of a pregnant trauma patient with tension pneumothorax and uterine rupture, culminating in maternal cardiac arrest necessitating RH. Residents performed RH on the task trainer under faculty guidance. Feedback followed the Pendleton model, and an online questionnaire gauged the residents' experiences.</p><p><strong>Results: </strong>Thirty emergency medicine residents participated in the simulation. The questionnaire revealed positive responses, confirming the session's relevance and enhancement of clinical skills and confidence.</p><p><strong>Discussion: </strong>Our results underscore the RH task trainer's critical role in improving residents' skills and confidence during obstetric trauma simulations. Its realism and effectiveness were notably well received. Future refinements aim to augment fidelity while preserving affordability and integrating regular reinforcement sessions. This innovative educational approach equips health care professionals to respond adeptly to rare and challenging obstetric emergencies, ultimately elevating outcomes for mothers and infants during critical situations.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11452"},"PeriodicalIF":0.0,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11447011/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Interactive, Case-Based Workshop on the Patient Experience for Internal Medicine Residents.","authors":"Julian Swanson, Doris Lin, Kristen A Staggers, Priti Dangayach","doi":"10.15766/mep_2374-8265.11442","DOIUrl":"10.15766/mep_2374-8265.11442","url":null,"abstract":"<p><strong>Introduction: </strong>The technological revolution has narrowed the information gap between physician and patient. This has led to an evolution in medicine from paternalistic to patient-centric, with health care systems now prioritizing patient experience to achieve higher satisfaction scores. Therefore, it is imperative to start early in educating trainees on how to best address the holistic needs of the patient while also delivering high-quality care.</p><p><strong>Methods: </strong>We implemented a 1-hour workshop that was repeated weekly over 8 weeks to capture all internal medicine residents in our program. During the workshop, we reviewed the historical evolution of patient care from paternalistic to patient-centered, presented the Hospital Consumer Assessment of Healthcare Providers and Systems survey questions, and discussed evidence-based strategies for physicians to improve their patients' experience utilizing four case-based scenarios.</p><p><strong>Results: </strong>Over the 8-week period, a total of 195 residents participated in the workshop. One hundred thirty-nine residents (71%) completed the pre- and postsession survey. Results demonstrated significant knowledge improvement (<i>p</i> < .001) in all of the topics discussed. Additionally, the majority of residents felt the workshop would be useful in their clinical practice and found the clinical scenarios useful.</p><p><strong>Discussion: </strong>Given the evolution towards patient-centered care, it is important to take a proactive approach in providing residents with the tools to best address their patients' needs. Early understanding of patient satisfaction surveys and the impacts they have on hospital metrics can help trainees in their careers as practicing physicians.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11442"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11442592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Not a Benign (Mis)Label: Penicillin Allergy Education for the Nonallergist.","authors":"Jessica Plager, William B Cutrer","doi":"10.15766/mep_2374-8265.11440","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11440","url":null,"abstract":"<p><strong>Introduction: </strong>Up to 20% of the US population carries a penicillin allergy label; however, over 95% of those patients can safely tolerate penicillin. This discrepancy has important personal and public health consequences. There is no published curriculum for medical trainees that covers penicillin allergy history taking, risk assessment, and antibiotic prescribing.</p><p><strong>Methods: </strong>We created a 60-minute, interactive curriculum that targeted medical students during their internal medicine rotation. We employed learning strategies including didactics, case-based learning, and role-playing. We compared self-efficacy and knowledge before and after the intervention using paired <i>t</i> tests.</p><p><strong>Results: </strong>A total of 28 medical students participated, with 25 completing both the pre- and postworkshop surveys. There was a statistically significant improvement in student-rated preparedness to prescribe antibiotics to patients with a penicillin allergy label (<i>p</i> < .001) and determine whether a patient has a history of an allergic reaction that was severe or life-threatening (<i>p</i> < .001). There was additionally a statistically significant increase in students' perception that penicillin allergy labels carry important health consequences (<i>p</i> = .005), as well as increase in their total knowledge scores (<i>p</i> = .006).</p><p><strong>Discussion: </strong>The workshop employs adult learning techniques to improve self-efficacy and knowledge regarding penicillin allergy in medical students. Further work is needed to refine the curriculum, seek external validity, and determine the impact of this workshop on clinical outcomes.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11440"},"PeriodicalIF":0.0,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11427523/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142355710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Simulation to Improve Understanding and Communication of Ethical Dilemmas That Surround Brain Death.","authors":"Nicholas Ludka, Ngan Nguyen, Daniel Menkes, Abram Brummett","doi":"10.15766/mep_2374-8265.11444","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11444","url":null,"abstract":"<p><strong>Introduction: </strong>Providers across multiple specialties may be called upon to perform brain death assessments at hospitals that lack specialty neurology or critical care services. To address this need, we developed a brain death curriculum involving simulation and group discussion to prepare medical trainees for brain death testing and communication with surrogate decision-makers.</p><p><strong>Methods: </strong>A 1-hour session was delivered to trainees rotating through the intensive care unit at William Beaumont University Hospital. One trainee per session participated in a simulation involving a brain-dead patient (SimMan 3G Mannequin) and spouse (confederate) while the remainder of the cohort observed from a separate room. The trainee briefed the spouse about the brain death examination, performed the examination, and communicated their findings. Afterward, the cohort discussed the history, law, and common ethical and communication issues that surround brain death.</p><p><strong>Results: </strong>A total of 35 trainees participated from August 2022 to March 2023. After the session, trainees were more comfortable performing brain death testing (<i>p</i> < .001), responding to ethical issues (<i>p</i> < .001), and communicating with families (<i>p</i> < .001). However, the session did not change their frustration with family members who have a circulatory (<i>p</i> = .72) or high brain (<i>p</i> = .52) view of death.</p><p><strong>Discussion: </strong>The simulation had a positive impact on medical trainees' ability to perform brain death testing and their comfort level in discussing complex ethical issues that surround brain death. Our results support continued simulation training for medical trainees to better prepare them for clinical practice.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11444"},"PeriodicalIF":0.0,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11424717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142355700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Pilot Longitudinal Clinical Reasoning Curriculum for Pediatric Residents.","authors":"James Bowen, Catherine Polak, Joanna Thomson, Lisa Herrmann","doi":"10.15766/mep_2374-8265.11447","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11447","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical reasoning (CR) is required for physicians. Pediatric residents often gain CR skills through experiential learning. Currently, deliberate education on CR targeted toward pediatric residents is inconsistent. Our objective was to implement a pilot CR curriculum, including five hour-long sessions, and evaluate its impact on self-identified CR Milestones and comfort with CR skills.</p><p><strong>Methods: </strong>We used Kern's six steps for curriculum development to develop our curriculum. Five morning report sessions included didactics and small-group activities. Pre/post surveys assessed resident self-identified level on ACGME Milestones related to CR skills (Patient Care 4 [PC4] and Medical Knowledge 2 [MK2]) and comfort with CR skills. The postsurvey assessed resident attitudes toward the sessions. Paired samples for Milestone and comfort-based questions were analyzed using Wilcoxon signed rank tests. Attitude questions were reported with descriptive statistics.</p><p><strong>Results: </strong>Each of the five curricular sessions was attended by 40-50 pediatric residents. Seventy-one trainees (58% of residency) and 51 trainees (42% of residency) completed the pre- and postsurveys, respectively, with 20 paired samples. Self-assessment of PC4 (<i>p</i> = .006) and resident comfort with all measured CR skills increased significantly. Of trainees who attended at least one session (<i>n</i> = 44), most reported finding the sessions helpful (97%), relevant to their clinical work (97%), and impactful on their clinical practice (73%).</p><p><strong>Discussion: </strong>Following exposure to this CR curriculum, pediatric residents reported increased self-identified competency levels on the evaluated Milestones and improved comfort with CR skills. Dedicated CR education may advance pediatric resident understanding of and comfort with CR.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11447"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11422513/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142355699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interprofessional Coproduction of Diagnosis with Medical and Pharmacy Students: An Interactive Case-Based Workshop.","authors":"Valerie J Lang, Melanie R Symoniak, Sha-Phawn Williams","doi":"10.15766/mep_2374-8265.11437","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11437","url":null,"abstract":"<p><strong>Introduction: </strong>The Institute of Medicine and national competencies emphasize the importance of interprofessional education to reduce diagnostic error. Clinical pharmacists are increasingly integrated into clinical teams and participate in the diagnostic process. However, few educational resources explicitly teach medical and pharmacy students to collaborate on the production of diagnoses.</p><p><strong>Methods: </strong>We implemented a 2-hour, online, case-based workshop with 154 second-year medical students and third-year pharmacy students. After brief didactics on the diagnostic process and scope of practice of pharmacists, small groups of eight to 12 medical and pharmacy students with faculty facilitators worked through a case unfolding in two aliquots. Students were provided different but complementary information authentic to their profession. They had to communicate with each other to develop an appropriate differential diagnosis. Students then reflected on how communicating with the other profession impacted their diagnostic reasoning. Comments were coded and counted.</p><p><strong>Results: </strong>The majority (99%) of students identified their data gathering and differential diagnoses were impacted by working through the case together. More pharmacy students commented on how medical students broadened their differential diagnosis (71%) and added information (72%), contextualizing information, such as past history, medication indications, and physical exam data. More medical students commented on how pharmacy students helped justify (54%) and clarify (22%) the differential diagnosis, often connecting the underlying mechanism of medications with clinical findings.</p><p><strong>Discussion: </strong>This interactive case-based workshop was effective in teaching medical and pharmacy students to collaborate in the coproduction of diagnosis. It is feasible with minimal resources.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11437"},"PeriodicalIF":0.0,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11402627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142355709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changing the Approach in Supporting and Advancing Underrepresented in Medicine (UIM) Medical Students.","authors":"Abena Knight, Terry Kind, Gabrina Dixon, Natalie McKnight, Molly Rideout","doi":"10.15766/mep_2374-8265.11438","DOIUrl":"10.15766/mep_2374-8265.11438","url":null,"abstract":"<p><strong>Introduction: </strong>Research has shown the importance of diversity in improving patient care. Medical students from backgrounds underrepresented in medicine (UIM) face unique challenges, including minority tax, stereotype threat, and expectations to be the sole representative of their identity group. Mentors must be aware of these challenges and develop skills to address them.</p><p><strong>Methods: </strong>We designed a 90-minute workshop about the challenges UIM students encounter in medical school and best practices in mentorship. Target audience and facilitators were undergraduate medical educators. Three videos and questions for case-based facilitated small-group discussion with medical school faculty and administrators were included. Using a retrospective pre-post design, we elicited participants' confidence level in recognizing and addressing issues UIM students may experience and plans to apply skills gained in the workshop.</p><p><strong>Results: </strong>Workshop participants (<i>N</i> = 57) reported a mean increase in confidence rating of 20-26 points out of 100 for recognizing, identifying, and applying skills related to optimal UIM mentorship (mean confidence: 53-60 preworkshop, 79-81 postworkshop). Participants also reported a mean of 82 in readiness to apply skills learned. Participants rated the workshop a 4.6 in overall helpfulness on a 5-point Likert scale (1 = <i>not helpful</i>, 5 = <i>extremely helpful</i>).</p><p><strong>Discussion: </strong>Health care professionals working with UIM medical students have an essential role in mentorship and support. This workshop provides a structured forum to discuss challenges and build awareness, comfort, and skills regarding engaging in meaningful discussions about race and the experiences of medical students, even when identities are incongruent.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11438"},"PeriodicalIF":0.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Responding to Interprofessional Microaggressions: Bystander Training-A Virtual Simulation Curriculum for Internal Medicine Residents.","authors":"Radha Govindraj, Dhanesh D Binda, Angelique C Harris, Sonia Ananthakrishnan, Meghan E McGrath, Wendy Kuohung, Tun-Yi Hsu, Jennifer Siegel, Gopal Yadavalli","doi":"10.15766/mep_2374-8265.11435","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11435","url":null,"abstract":"<p><strong>Introduction: </strong>Literature demonstrates the detrimental impact of discrimination and microaggressions at personal and institutional levels in the health care workplace. Residents in our program requested curricula to help with addressing manifestations of bias. In response, we designed and implemented an adaptable and reproducible 4-hour virtual simulation session aimed at helping residents identify and constructively respond to microaggressions.</p><p><strong>Methods: </strong>This curriculum, influenced by a preceding needs assessment, was delivered to 68 senior internal medicine residents. It began with a didactic overview to establish foundational knowledge of bias. This was followed by a workshop focused on strategies to address microaggressions. The session culminated with skills practice in a virtual simulation activity where learners addressed microaggressions as bystanders in realistic case scenarios employing simulated participants. We administered pre- and postevaluation individual key-linked surveys assessing learner confidence in responding to microaggressions.</p><p><strong>Results: </strong>A total of 68 residents participated in the curriculum over two academic years, 27 of whom provided complete data for analysis. Overall, there was a statistically significant increase in learner confidence identifying microaggressions. As both a bystander and target/recipient of microaggressions, there were statistically significant increases in learner confidence addressing gender-based microaggressions, race-based microaggressions, and microaggressions reflecting other types of bias. Furthermore, there were statistically significant increases in learner confidence addressing microaggressions in low-acuity contexts, high-acuity contexts, across interprofessional disciplines, with a supervisor, and with a supervisee.</p><p><strong>Discussion: </strong>Our virtual experiential curriculum on responding to microaggressions can help increase learner confidence in addressing microaggressions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11435"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11405486/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}