TY - JOUR
T1 - Consensus on an implicit bias and health disparities curriculum in neonatal medicine
T2 - a Delphi study
AU - Mavis, Stephanie C.
AU - Caruso, Catherine G.
AU - Carr, Cara Beth
AU - Dyess, Nicolle F.
AU - French, Heather
AU - Dadiz, Rita
AU - Vasquez, Margarita
AU - Johnston, Lindsay
AU - Gillam-Krakauer, Maria
AU - Chess, Patricia
AU - Izatt, Susan
AU - Payne, Allison H.
AU - Carbajal, Melissa M.
AU - Bonachea, Elizabeth M.
AU - Gray, Megan M.
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature America, Inc.
PY - 2022/11
Y1 - 2022/11
N2 - Objective: Despite longstanding and recurrent calls for effective implicit bias (IB) education in health professions education as one mechanism to reduce ongoing racism and health disparities, such curricula for neonatal-perinatal medicine (NPM) are limited. We aim to determine the key curricular elements for educating NPM fellows, advanced practice providers, and attending physicians in the critical topics of IB and health disparities. Study design: A modified Delphi study was performed with content experts in IB and health disparities who had educational relationships to those working and training in the neonatal intensive care unit. Result: Three Delphi rounds were conducted from May to November 2021. Experts reached consensus on a variety of items for inclusion in the curriculum, including educational goals, learning objectives, teaching strategies, and educator principles. Conclusion: Essential curricular components of an IB and health disparities curriculum for neonatal medicine were defined using rigorous consensus building methodology.
AB - Objective: Despite longstanding and recurrent calls for effective implicit bias (IB) education in health professions education as one mechanism to reduce ongoing racism and health disparities, such curricula for neonatal-perinatal medicine (NPM) are limited. We aim to determine the key curricular elements for educating NPM fellows, advanced practice providers, and attending physicians in the critical topics of IB and health disparities. Study design: A modified Delphi study was performed with content experts in IB and health disparities who had educational relationships to those working and training in the neonatal intensive care unit. Result: Three Delphi rounds were conducted from May to November 2021. Experts reached consensus on a variety of items for inclusion in the curriculum, including educational goals, learning objectives, teaching strategies, and educator principles. Conclusion: Essential curricular components of an IB and health disparities curriculum for neonatal medicine were defined using rigorous consensus building methodology.
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U2 - 10.1038/s41372-022-01530-2
DO - 10.1038/s41372-022-01530-2
M3 - Article
C2 - 36203083
AN - SCOPUS:85139519250
SN - 0743-8346
VL - 42
SP - 1519
EP - 1526
JO - Journal of Perinatology
JF - Journal of Perinatology
IS - 11
ER -