Role Modeling Skills in Social Justice

Presented by Pam Duke and Craig Roth

This workshop will be based on a new soon to be released resources called that is targeted to interdisciplinary clinical learners. (PFO) is an on-line resource for teaching, learning and assessing professionalism in healthcare education. In collaboration with the Academy for Professionalism in Healthcare and the Academy on Communication in Healthcare, Drexel University College of Medicine. Supported by a 2014 Arthur Vining Davis Foundations grant, PFO comprises 13 interactive modules complemented with a sophisticated learning management system. We will ask participant to view the Social Justice module prior to the workshop and come in prepared to discuss the material (prep time is 1-1.5 hours of on line viewing) and create their own vision of how to bring social justice into their practice as a clinician and as a member of society. We will also ask participants to have taken the implicit bias test which is in the module and use this as a starting point to add curiosity into conversations we have with patients, families and friends.

Upon completion of this activity, participants will be able to:

  • Self reflect on how implicit bias of health professionals can contribute to health disparities.
  • Discuss participants own commitment to social justice, and how that commitment informs their patient care and advocacy within their institution and community.
  • Describe how to use communication skills to open a discussion on the principles of social justice and human rights concepts for all persons
  • Consider ways to advocate for measures within participants practice or community that promote health equity.
Looking at Bias with the Creative Lens of Poetry

Presented by Renee Bergstrom

This workshop will be a safe environment to constructively face bias using the poetry form Nested Meditations developed by Kevin Anderson. Participants will review examples of discrimination, write their responses and share their poems in small groups. Response to the process will be discussed in large group and those who wish to do so will share their poems.

Learning Objectives:

  • To use a creative outlet to explore personal experiences and uncover feelings stemming from perceived bias.
  • To create a bond against discrimination through shared writing.
  • To acknowledge the extent of discrimination in our daily professional and personal lives.

This could be a handout to trigger participants to process discrimination. Please add your own examples.

Recent examples of bias shared by friends and family:

A young Somali-American woman wearing a hijab walked into a Walmart Store and two men in bib overalls and boots began yelling, “Get the f___ out of our country!” She said, “Pardon me, I am a U.S. citizen. This is my country, too.” They continued yelling at her. Several people walked in while this was happening, but no one came to her defense.

The only female committee member arrived late to a meeting. The chair said, “Good, our secretary couldn’t make it tonight so Jerry was going to take notes. Now you can take over.” The woman said, “No, Jerry can continue.” After the meeting, Jerry said to her, “If I had known I would be taking notes, I would have shaved my legs.”

Research reveals that male physicians’ careers advance when they become fathers while female physicians’ careers plummet when they become mothers.

Cultural Humility: Habit of Mind and Way of Being

Presented by Kathy McGrail & Marla Rowe Gorosh

Effective teaching about racism in healthcare in an effort to improve healthcare equity requires that learners develop an awareness of, and discomfort with, the status quo, while at the same time not being so triggered that increasing denial and resistance is provoked.  Inviting personal reflection on the lived experience of bias and stereotyping, rather than overwhelming with data, would be expected to be more effective in achieving such awareness and desire to change.

This workshop will incorporate narrative exercises with reflection and active listening skills to:  generate a personal understanding of bias and stereotyping; create a community of knowledge and understanding; and to practice skills essential to develop and practice cultural humility in any context.

This approach, which can be effective for any group, may assume particular importance in teaching and mentoring of learners who come to this country as international medical graduates. New to this country and culture, arriving sometimes with a more hierarchical approach to medical practice, such learners may experience painful and disorienting messages about their role and their identities. For such learners, this exercise creates an opportunity to reflect on, and talk about these experiences, to feel supported, and to imagine what their own experience may suggest about the experience of their patients

Working together, we will identify the challenges of facilitating teaching activities about bias and equity in healthcare, then participate in such a workshop, followed by deconstruction of the exercise to identify where and how elements of this may be used/modified in your own settings

By the conclusion of this workshop, participants will be able to:

  • Define, and know when and how to use the concept of narrative knowledge
  • Use a focused narrative exercise to explore the personal experience, and impact of, stereotyping and bias
  • Identify challenges encountered in facilitating educational activities about racism and healthcare disparities, and their potential solutions
  • Apply what they have learned to understand the impact of stereotyping and bias on their collective collegial lives as well as on the healthcare experience of their patients
Between a Dyad and a Triad: Patient-Centered Communication for Patients with Limited English Proficiency and Interpreters

Presented by Kathy Kieran & Michael Nathan

Patients for whom English is not the preferred language of care have worse outcome (e.g. lower rates of comprehension and adherence, increased rates of readmission, and increased risks of adverse events).  In particular, transitions in care are high-risk periods.  Success of the provider-patient-interpreter triad depends on the skill of the interpreter, the comprehension of both parties (and interpreter) and the information conveyed by the provider.  In particular, empathy and response to nonverbal cues may be more challenging with an interpreter present.  While providers are often well-educated on how to include family members in visits, teaching on the challenges specific to LEP patients and interpreter use is less common.

This workshop will be structured with a focus on practical and experiential components. 

Upon completion of this workshop, participants will be able to:

  • Identify provider-driven content differences (e.g. language complexity, counseling comprehensiveness, and nonverbal skill use) in health visits with LEP patients
  • Describe ways to arrange the persons and materials (e.g. computers) during the health visit in order to optimize communication between provider and patient
  • Identify and adapt the structure of visits with LEP patients and interpreters to different roles interpreters, providers, and patients inhabit in medical encounters. 

In addition to the above, personal goals for the workshop identified by participants will be included.