Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study
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 ele...
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| Veröffentlicht in: | Journal of perinatology 2022-11, Vol.42 (11), p.1519-1526 |
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| container_title | Journal of perinatology |
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| creator | Mavis, Stephanie C. Caruso, Catherine G. Carr, Cara Beth Dyess, Nicolle F. French, Heather Dadiz, Rita Vasquez, Margarita Johnston, Lindsay Gillam-Krakauer, Maria Chess, Patricia Izatt, Susan Payne, Allison H. Carbajal, Melissa M. Bonachea, Elizabeth M. Gray, Megan M. |
| description | 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. |
| doi_str_mv | 10.1038/s41372-022-01530-2 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2723158933</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2723158933</sourcerecordid><originalsourceid>FETCH-LOGICAL-c419t-b5aebcb39cb9899cae70e96df0894380ac0d4acfb9f5673923a009ec5ffcc92d3</originalsourceid><addsrcrecordid>eNp9kUFP3DAQha2qqCzQP8ABWeqFS4rtceKYW7WUthJSL-VsOY7DGiVO8MQH_j3eLqVSDz1YI3m-92Y0j5Bzzj5zBu0VSg5KVEyUx2tglXhHNlyqpqprCe_JhikJVQuyOSYniI-M7ZvqAzmGRjBgLWxIv50j-ogZ6RypjTRMyxhcWGkXLJaPnu68Hdcd7QMuNoU1eKQupxRcHvNEQ6TRz9GudqST74s0-mtq6Y0fl12guOb--YwcDXZE__G1npL726-_tt-ru5_ffmy_3FVOcr1WXW195zrQrtOt1s56xbxu-oG1WkLLrGO9tG7o9FA3CrQAy5j2rh4G57To4ZRcHnyXND9lj6uZAjo_jrasmNEIJYDXrQYo6Kd_0Mc5p1i221NagZKcF0ocKJdmxOQHs6Qw2fRsODP7DMwhA1MyML8zMKKILl6tc1cu8ib5c_QCwAHA0ooPPv2d_R_bF1ZRkqc</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2729737411</pqid></control><display><type>article</type><title>Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study</title><source>MEDLINE</source><source>SpringerLink Journals - AutoHoldings</source><creator>Mavis, Stephanie C. ; Caruso, Catherine G. ; Carr, Cara Beth ; Dyess, Nicolle F. ; French, Heather ; Dadiz, Rita ; Vasquez, Margarita ; Johnston, Lindsay ; Gillam-Krakauer, Maria ; Chess, Patricia ; Izatt, Susan ; Payne, Allison H. ; Carbajal, Melissa M. ; Bonachea, Elizabeth M. ; Gray, Megan M.</creator><creatorcontrib>Mavis, Stephanie C. ; Caruso, Catherine G. ; Carr, Cara Beth ; Dyess, Nicolle F. ; French, Heather ; Dadiz, Rita ; Vasquez, Margarita ; Johnston, Lindsay ; Gillam-Krakauer, Maria ; Chess, Patricia ; Izatt, Susan ; Payne, Allison H. ; Carbajal, Melissa M. ; Bonachea, Elizabeth M. ; Gray, Megan M.</creatorcontrib><description>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.</description><identifier>ISSN: 0743-8346</identifier><identifier>EISSN: 1476-5543</identifier><identifier>DOI: 10.1038/s41372-022-01530-2</identifier><identifier>PMID: 36203083</identifier><language>eng</language><publisher>New York: Nature Publishing Group US</publisher><subject>692/700 ; 692/700/1720 ; 706/648 ; Bias ; Bias, Implicit ; Clinical Competence ; Consensus ; Core curriculum ; Curricula ; Curriculum ; Curriculum development ; Delphi method ; Delphi Technique ; Education ; Educational objectives ; Health disparities ; Hospitals ; Humans ; Infant, Newborn ; Intensive care ; Learning ; Medicine ; Medicine & Public Health ; Neonates ; Newborn babies ; Pediatric Surgery ; Pediatrics ; Professions ; Racism ; Teachers</subject><ispartof>Journal of perinatology, 2022-11, Vol.42 (11), p.1519-1526</ispartof><rights>The Author(s), under exclusive licence to Springer Nature America, Inc. 2022. Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>2022. The Author(s), under exclusive licence to Springer Nature America, Inc.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c419t-b5aebcb39cb9899cae70e96df0894380ac0d4acfb9f5673923a009ec5ffcc92d3</citedby><cites>FETCH-LOGICAL-c419t-b5aebcb39cb9899cae70e96df0894380ac0d4acfb9f5673923a009ec5ffcc92d3</cites><orcidid>0000-0002-4530-6703 ; 0000-0002-3552-9196 ; 0000-0002-5526-0366 ; 0000-0002-3272-9432 ; 0000-0001-8647-4837 ; 0000-0003-0428-0479</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1038/s41372-022-01530-2$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1038/s41372-022-01530-2$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36203083$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Mavis, Stephanie C.</creatorcontrib><creatorcontrib>Caruso, Catherine G.</creatorcontrib><creatorcontrib>Carr, Cara Beth</creatorcontrib><creatorcontrib>Dyess, Nicolle F.</creatorcontrib><creatorcontrib>French, Heather</creatorcontrib><creatorcontrib>Dadiz, Rita</creatorcontrib><creatorcontrib>Vasquez, Margarita</creatorcontrib><creatorcontrib>Johnston, Lindsay</creatorcontrib><creatorcontrib>Gillam-Krakauer, Maria</creatorcontrib><creatorcontrib>Chess, Patricia</creatorcontrib><creatorcontrib>Izatt, Susan</creatorcontrib><creatorcontrib>Payne, Allison H.</creatorcontrib><creatorcontrib>Carbajal, Melissa M.</creatorcontrib><creatorcontrib>Bonachea, Elizabeth M.</creatorcontrib><creatorcontrib>Gray, Megan M.</creatorcontrib><title>Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study</title><title>Journal of perinatology</title><addtitle>J Perinatol</addtitle><addtitle>J Perinatol</addtitle><description>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.</description><subject>692/700</subject><subject>692/700/1720</subject><subject>706/648</subject><subject>Bias</subject><subject>Bias, Implicit</subject><subject>Clinical Competence</subject><subject>Consensus</subject><subject>Core curriculum</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Curriculum development</subject><subject>Delphi method</subject><subject>Delphi Technique</subject><subject>Education</subject><subject>Educational objectives</subject><subject>Health disparities</subject><subject>Hospitals</subject><subject>Humans</subject><subject>Infant, Newborn</subject><subject>Intensive care</subject><subject>Learning</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Neonates</subject><subject>Newborn babies</subject><subject>Pediatric Surgery</subject><subject>Pediatrics</subject><subject>Professions</subject><subject>Racism</subject><subject>Teachers</subject><issn>0743-8346</issn><issn>1476-5543</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kUFP3DAQha2qqCzQP8ABWeqFS4rtceKYW7WUthJSL-VsOY7DGiVO8MQH_j3eLqVSDz1YI3m-92Y0j5Bzzj5zBu0VSg5KVEyUx2tglXhHNlyqpqprCe_JhikJVQuyOSYniI-M7ZvqAzmGRjBgLWxIv50j-ogZ6RypjTRMyxhcWGkXLJaPnu68Hdcd7QMuNoU1eKQupxRcHvNEQ6TRz9GudqST74s0-mtq6Y0fl12guOb--YwcDXZE__G1npL726-_tt-ru5_ffmy_3FVOcr1WXW195zrQrtOt1s56xbxu-oG1WkLLrGO9tG7o9FA3CrQAy5j2rh4G57To4ZRcHnyXND9lj6uZAjo_jrasmNEIJYDXrQYo6Kd_0Mc5p1i221NagZKcF0ocKJdmxOQHs6Qw2fRsODP7DMwhA1MyML8zMKKILl6tc1cu8ib5c_QCwAHA0ooPPv2d_R_bF1ZRkqc</recordid><startdate>20221101</startdate><enddate>20221101</enddate><creator>Mavis, 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M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study</atitle><jtitle>Journal of perinatology</jtitle><stitle>J Perinatol</stitle><addtitle>J Perinatol</addtitle><date>2022-11-01</date><risdate>2022</risdate><volume>42</volume><issue>11</issue><spage>1519</spage><epage>1526</epage><pages>1519-1526</pages><issn>0743-8346</issn><eissn>1476-5543</eissn><abstract>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.</abstract><cop>New York</cop><pub>Nature Publishing Group US</pub><pmid>36203083</pmid><doi>10.1038/s41372-022-01530-2</doi><tpages>8</tpages><orcidid>https://orcid.org/0000-0002-4530-6703</orcidid><orcidid>https://orcid.org/0000-0002-3552-9196</orcidid><orcidid>https://orcid.org/0000-0002-5526-0366</orcidid><orcidid>https://orcid.org/0000-0002-3272-9432</orcidid><orcidid>https://orcid.org/0000-0001-8647-4837</orcidid><orcidid>https://orcid.org/0000-0003-0428-0479</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | 692/700 692/700/1720 706/648 Bias Bias, Implicit Clinical Competence Consensus Core curriculum Curricula Curriculum Curriculum development Delphi method Delphi Technique Education Educational objectives Health disparities Hospitals Humans Infant, Newborn Intensive care Learning Medicine Medicine & Public Health Neonates Newborn babies Pediatric Surgery Pediatrics Professions Racism Teachers |
| title | Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study |
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