Curriculum Development Targeting Implicit Bias Awareness ...-Rachel.pdfAcceptance, once must develop...
1
Agency - Belmont University Special thanks to my expert mentor, Dr. Allison Koch, as well as my faculty mentor, Dr. Sue Iliff, for their support, expertise, and feedback throughout this Experiential Component. I also wish to extend my gratitude to Belmont University, School of Occupational Therapy, for providing me with the education and skills to develop this project. Schultz, P. & Baker J.(2017). Teaching Strategies to Increase Nursing Student Acceptance and Management of Unconscious Bias. J Nurs Educ. 56(11) 692-696. doi: 10.3928/01484834-20171020-11 Teal, C.R., Gill, A.C., Green, A.R. & Crandall, S. (2012). Helping medical learners recognise and manage unconscious bias toward certain patient groups. Medical Education, 46, 80– 88. doi:10.1111/j.1365-2923.2011.04101.x The deliverables that I created for my Experiential Component are multifaceted. I created an overview of the deliverables to help familiarize instructors with the materials provided in the curricular package. The categories in this overview include Instructional Resources, Awareness Activities, Practicing Strategies, Additional Instructional Materials, and Resources. The following overview is provided regarding those materials: In order to address implicit bias, it’s important to have learners identify the stage that reflects their current thinking and awareness (depicted in Figure 3). In the deliverables I created, there are presentations, discussions, and activities that will allow learners to reflect on their own awareness and willingness to confront their unconscious bias (UB). Research shows that in order to move from Denial to Acceptance, once must develop acceptance of and respect for UB. To achieve Adaptation and Integration, learners will need to apply UB concepts and acquire strategies for recognizing when UB in a medical encounter and managing the impact of UB that follows. In addition to developing self-awareness, learners will be provided with evidence-based strategies for mitigating bias and opportunities to practice these strategies with their peers through real-life case scenarios and simulations. Experiential Component Objectives Acknowledgments & References The agency that I was able to serve for my Experiential Component was Belmont University. Belmont’s mission is to provide an academically challenging education that empowers men and women of diverse backgrounds to engage and transform the world with disciplined intelligence, compassion, courage, and faith. Additionally, Belmont’s vision is to be a leader among teaching universities, bringing together the best of liberal arts and professional education in a Christian community of learning and service. Curriculum Development Targeting Implicit Bias Awareness & Strategies For Mitigation Zandee, R. OTD/S; Iliff, S. PhD, OTR/L; & Koch, A. OTD, OTR/L Belmont University School of Occupational Therapy My EC project is a direct continuation of the research conducted in my doctoral coursework. While the prior study, titled ‘Implicit Disability Bias in Healthcare Graduate Students: Exploring the Effectiveness of Instructional Methods in Increasing Self-Awareness’, gathered data regarding the trend of increasing self-awareness regarding bias, this project followed up with a curriculum that seeks to address implicit bias and the development of mitigation techniques in an educational setting. Research shows that implicit bias in healthcare providers has an impact on the therapeutic relationship between the patient and provider, the patient’s adherence to treatment, and the quality of treatment received. It’s important to know the “why” behind addressing implicit bias: it has been shown to lead to health disparities in stigmatized patients, as Figure 2 depicts (Schultz & Baker, 2017). As future healthcare providers who value patient-centered care, quality of life, and a patient’s intrinsic value and right to proper healthcare, we should be motivated to address these disparities by addressing their root: implicit bias. Acceptance Adaptation Integration “Understand and respect the tremendous power of unconscious bias... Do everything you can to become aware of and honestly face the biases that you personally might have, both those you know you have and those that take some digging to recognize... The most effective measure is our willingness to confront our deepest feelings about those who are different from us.” Teal, Gill, Green & Crandall, 2012 Why Addressing Implicit Bias Matters The Deliverables Perceived lack of provider concern Subtle nuances in interpersonal interactions caused by implicit bias Decreased engagement and adherence to treatment recommendations Patient trust and confidence decreases FIgure 2 FIgure 1 Figure 3 Curricular Theme Description of Goal Experiential Component Goal Identify evidence-based instructional methods Gauge students’ current level of understanding on the topic and prepare information that meets the gap Develop an education module/curriculum that is catered to the needs of the learners and the current gaps in knowledge Presenting my curriculum to graduate level health programs Clinical Excellence Service Scholarship Leadership 2 Refine my teaching skills Gather current research on implicit bias, effective self-awareness strategies, and instructional methods Analyze data to develop a education modules that address gaps in current understanding and practice of implicit bias 1 Develop my understanding of how implicit bias affects patient outcomes and ways to address this impact effectively at an educational level Scholarship Leadership Instructional Resources Overview of Deliverables: 3 hr, 6 hr, 8+ hr class Detailed presentations with scripts and research Videos on Implicit Bias with discussion questions Articles on Implicit Bias with discussion questions Bloom’s Taxonomy - Developing learning goals Awareness Activities Interactive ‘A-Ha!’ Activities Stages of Intercultural Competence worksheet Practicing Strategies Four Levels of Intervention - Activity The TWED Strategy - Activity Perspective-Taking Exercises Case Scenarios Additional Instructional Materials Creating a Panel & Panel Reflection Creating Scenarios & Scenario Reflection Research on developing questions and discussions My next steps with this project include publishing the curricular package and disseminating it to interested parties.
Transcript of Curriculum Development Targeting Implicit Bias Awareness ...-Rachel.pdfAcceptance, once must develop...
Agency - Belmont University
Special thanks to my expert mentor, Dr. Allison Koch, as wellas my faculty mentor, Dr. Sue Iliff, for their support,expertise, and feedback throughout this ExperientialComponent. I also wish to extend my gratitude to BelmontUniversity, School of Occupational Therapy, for providing mewith the education and skills to develop this project.Schultz, P. & Baker J.(2017). Teaching Strategies to Increase Nursing Student Acceptance
and Management of Unconscious Bias. J Nurs Educ. 56(11) 692-696. doi:10.3928/01484834-20171020-11
Teal, C.R., Gill, A.C., Green, A.R. & Crandall, S. (2012). Helping medical learners recognise
and manage unconscious bias toward certain patient groups. Medical Education, 46, 80–
88. doi:10.1111/j.1365-2923.2011.04101.x
The deliverables that I created for my Experiential Componentare multifaceted. I created an overview of the deliverables tohelp familiarize instructors with the materials provided in thecurricular package. The categories in this overview includeInstructional Resources, Awareness Activities, PracticingStrategies, Additional Instructional Materials, and Resources.The following overview is provided regarding those materials:
In order to address implicit bias, it’s important to have learners identify the stagethat reflects their current thinking and awareness (depicted in Figure 3). In thedeliverables I created, there are presentations, discussions, and activities that willallow learners to reflect on their own awareness and willingness to confront theirunconscious bias (UB). Research shows that in order to move from Denial toAcceptance, once must develop acceptance of and respect for UB. To achieveAdaptation and Integration, learners will need to apply UB concepts and acquirestrategies for recognizing when UB in a medical encounter and managing theimpact of UB that follows. In addition to developing self-awareness, learners willbe provided with evidence-based strategies for mitigating bias and opportunitiesto practice these strategies with their peers through real-life case scenarios andsimulations.
Experiential Component Objectives
Acknowledgments & References
The agency that I was able to serve for my Experiential
Component was Belmont University. Belmont’s mission is to
provide an academically challenging education that empowers
men and women of diverse backgrounds to engage and
transform the world with disciplined intelligence, compassion,
courage, and faith. Additionally, Belmont’s vision is to be a
leader among teaching universities, bringing together the best
of liberal arts and professional education in a Christian
community of learning and service.
Curriculum Development Targeting Implicit Bias Awareness & Strategies For Mitigation
Zandee, R. OTD/S; Iliff, S. PhD, OTR/L; & Koch, A. OTD, OTR/L
Belmont University School of Occupational Therapy
My EC project is a direct continuation of the research
conducted in my doctoral coursework. While the prior study,
titled ‘Implicit Disability Bias in Healthcare Graduate Students:
Exploring the Effectiveness of Instructional Methods in
Increasing Self-Awareness’, gathered data regarding the trend
of increasing self-awareness regarding bias, this project
followed up with a curriculum that seeks to address implicit
bias and the development of mitigation techniques in an
educational setting.
Research shows that implicit bias in healthcare providers has an impact on the
therapeutic relationship between the patient and provider, the patient’s
adherence to treatment, and the quality of treatment received. It’s important to
know the “why” behind addressing implicit bias: it has been shown to lead to
health disparities in stigmatized patients, as Figure 2 depicts (Schultz & Baker,
2017). As future healthcare providers who value patient-centered care, quality of
life, and a patient’s intrinsic value and right to proper healthcare, we should be
motivated to address these disparities by addressing their root: implicit bias.
Acceptance
Adaptation
Integration
“Understand and respect the tremendous
power of unconscious bias... Do everything
you can to become aware of and honestly
face the biases that you personally might
have, both those you know you have and
those that take some digging to recognize...
The most effective measure is our
willingness to confront our deepest feelings
about those who are different from us.”
Teal, Gill, Green & Crandall, 2012
Why Addressing Implicit Bias Matters The Deliverables
Perceived lack of
provider concern
Subtle nuances in
interpersonal
interactions caused
by implicit bias
Decreased engagement and
adherence to treatment
recommendations
Patient trust and
confidence
decreases
FIgure 2
FIgure 1
Figure 3
Curricular
ThemeDescription of GoalExperiential Component Goal
Identify evidence-based instructional methodsGauge students’ current level of understanding on the topic and prepare information that meets the gapDevelop an education module/curriculum that is catered to the needs of the learners and the current gaps in knowledgePresenting my curriculum to graduate level health programs
Clinical ExcellenceServiceScholarshipLeadership
2
Refine my teaching skills
Gather current research on implicit bias, effective self-awareness strategies, and instructional methodsAnalyze data to develop a education modules that address gaps in current understanding and practice of implicit bias
1
Develop my understanding of how implicit bias affects patient outcomes and ways to address this impact effectively at an educational level
ScholarshipLeadership
Instructional ResourcesOverview of Deliverables: 3 hr, 6 hr, 8+ hr classDetailed presentations with scripts and researchVideos on Implicit Bias with discussion questionsArticles on Implicit Bias with discussion questionsBloom’s Taxonomy - Developing learning goals
Awareness ActivitiesInteractive ‘A-Ha!’ ActivitiesStages of Intercultural Competence worksheet
Practicing StrategiesFour Levels of Intervention - ActivityThe TWED Strategy - ActivityPerspective-Taking ExercisesCase Scenarios
Additional Instructional MaterialsCreating a Panel & Panel ReflectionCreating Scenarios & Scenario ReflectionResearch on developing questions and discussions
My next steps with this project include publishing the curricular package and disseminating it to interested parties.
