It is Challenging to Shift the Norm: Exploring how to Anticipate and Address Microaggressions in Clinical Learning Environments.


Journal

Perspectives on medical education
ISSN: 2212-277X
Titre abrégé: Perspect Med Educ
Pays: Netherlands
ID NLM: 101590643

Informations de publication

Date de publication:
2023
Historique:
received: 29 11 2023
accepted: 01 12 2023
medline: 25 12 2023
pubmed: 25 12 2023
entrez: 25 12 2023
Statut: epublish

Résumé

Increased attention to improving a culture of belonging in clinical learning environments has led to various approaches to addressing microaggressions. However, most approaches in the literature focus on responding or reacting to microaggressions with insufficient attention to building trust before microaggressions might occur. Research on microaggressions in clinical learning environments suggests anticipatory or pre-emptive conversations about microaggressions may foster greater trust. In this study, the authors explored how diverse participants perceived the experience of anticipatory conversations about potential microaggressions. Overall, the authors sought to gain a deeper understanding of how pre-emptive and anticipatory conversations may influence an organization's approach to addressing microaggressions in clinical learning environments. The authors utilized constructivist grounded theory methodology and conducted individual qualitative interviews with 21 participants in an academic department within a larger health sciences center in the United States. Findings suggest that anticipatory conversations about microaggressions were challenging due to existing norms in dynamic clinical learning and working environments. Participants shared that the idea of anticipating microaggressions elicited dissonance. Conversations about microaggressions could potentially be facilitated through leaders who role model vulnerability, organizational supports, and an individualized approach for each team member and their role within a complex hierarchical organization. Anticipating and addressing microaggressions in clinical learning environments holds tremendous potential, however, any conversations about personal identity remain challenging in medical and healthcare environments. This study suggests that any attempts to address microaggressions requires attention to cultural norms within healthcare environments and the ways that hierarchical organizations can constrain individual agency.

Identifiants

pubmed: 38144673
doi: 10.5334/pme.1251
pmc: PMC10742249
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

575-583

Informations de copyright

Copyright: © 2023 The Author(s).

Déclaration de conflit d'intérêts

The authors have no competing interests to declare.

Auteurs

Javeed Sukhera (J)

Hartford Hospital and the Institute of Living, Hartford, Connecticut, USA.

Tess M Atkinson (TM)

Hartford Hospital and the Institute of Living, US.

Justin L Bullock (JL)

University of Washington School of Medicine, Division of Nephrology, Seattle, WA, USA.
School of Health Professions Education, Maastricht University, Maastricht, the Netherlands.

Classifications MeSH