Recommendations for Faculty Development in Addressing Implicit Bias in Clinical Encounters and Clinical Learning Environments.

This document provides recommendations for faculty development in addressing implicit bias in clinical encounters and clinical learning environments. Implicit bias, which refers to unconscious associations about social identity groups, can impact clinical practice behaviors and contribute to health disparities. The document proposes a skills-based, longitudinal approach to faculty development that combines the Implicit Bias Recognition and Management framework with Transformational Learning Theory. It suggests content areas for faculty development programs, such as introducing implicit bias recognition and management, exploring personal narratives, restoring encounters when bias is perceived, and addressing bias within a clinical care team. The document emphasizes the importance of perspective-taking and developing skills to restore rapport when bias is perceived, and suggests using role-plays and simulations for practice. The authors argue that formal training on implicit bias for faculty can improve patient and learning outcomes, and these recommendations align with the mandates of medical education organizations to promote excellence and equity in healthcare. [Extracted from the article]