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|Title:||A qualitative study of New York medical student views on implicit bias instruction: Implications for curriculum development||Autores:||González, C. M.
Deno, Maria L.
Marantz, P. R.
Lypson, M. L.
McKee, M. D.
|Researchers (UNIBE):||Leno, Maria L.||Affiliations:||Facultad de Ciencias de la Salud||Research area:||Ciencias Sociales; Ciencias de la Salud||Keywords:||Curriculum development; Health disparities; Implicit bias; Medical education; Unconscious bias||Issue Date:||2019||Publisher:||Springer Nature||Source:||Journal of General Internal Medicine, 34(5), 692-698||Journal:||Journal of General Internal Medicine||Volume:||34||Issue:||5||Start page:||692||End page:||698||Abstract:||
For at least the past two decades, medical educators have worked to improve patient communication and health care delivery to diverse patient populations; despite efforts, patients continue to report prejudice and bias during their clinical encounters. Targeted instruction in implicit bias recognition and management may promote the delivery of equitable care, but students at times resist this instruction. Little guidance exists to overcome this resistance and to engage students in implicit bias instruction; instruction over time could lead to eventual skill development that is necessary to mitigate the influence of implicit bias on clinical practice behaviors.
|Appears in Collections:||Publicaciones de la Facultad de Ciencias de la Salud|
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