Please use this identifier to cite or link to this item: http://cris.unibe.edu.do/handle/123456789/104
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.
Kintzer, E.
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.
URI: http://tic.unibe.edu.do/handle/123456789/104
DOI: 10.1007/s11606-019-04891-1
Appears in Collections:Publicaciones de la Facultad de Ciencias de la Salud

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