Abstract
BackgroundGender and racial disparities in academic medicine have recently garnered much attention. Implicit Association Tests (IATs) offer a validated means of evaluating unconscious associations and preferences. This study examines the perceived role of implicit bias in faculty development in academic emergency medicine (EM).MethodsEM faculty at a large urban academic medical center were invited to independently participate in a self-reflection assessment in preparation for a faculty retreat session discussing diversity, equity, and inclusion. Participants completed two IATs designed to examine gender associations (gender IAT) and race preferences (race IAT) followed by a short anonymous survey where IAT scores were recorded. The survey also captured demographic information and perceptions about the impact of gender and racial biases in faculty development.ResultsForty faculty members (66%) completed the survey; 70% were male and 80% white. The majority (59%) reported gender IAT results indicating automatic male-sciences and female-liberal arts associations. Nearly half (45%) reported race IAT results indicating an automatic preference for white people. More than 70% of males reported that faculty recruitment, development, and promotion decisions were ‘never’ or ‘seldom’ affected by gender bias, while more than 80% reported racial bias ‘never’ or ‘seldom’ affects these decisions. Female faculty more frequently perceived adverse effects of unconscious gender and race biases.ConclusionOur group of academic physicians reported IAT results showing different levels of implicit bias compared to the general population. Female faculty may be both more aware of and more susceptible to the adverse effects of unconscious biases. Further study is needed to determine both the extent to which unconscious biases affect the academic workplace, as well as ways in which such unintentional forms of discrimination can be eliminated. Unconscious biases are not unique to EM. Intentional efforts to increase self-awareness of these 'blind spots' may help mitigate their impact and foster a more diverse and inclusive healthcare environment.
Highlights
Implicit bias is the constellation of unconscious attitudes and stereotypes that influence our thoughts, decisions, and behavior without our awareness [1]
Half (45%) reported race Implicit Association Tests (IATs) results indicating an automatic preference for white people
More than 70% of males reported that faculty recruitment, development, and promotion decisions were ‘never’ or ‘seldom’ affected by gender bias, while more than 80% reported racial bias ‘never’ or ‘seldom’ affects these decisions
Summary
Implicit bias is the constellation of unconscious attitudes and stereotypes that influence our thoughts, decisions, and behavior without our awareness [1]. Attention has been drawn to the adverse effects of implicit bias on both patient care outcomes [2] and patient perceptions of their doctors [3]. These unconscious thought patterns are most at play in high stress, time-pressured situations, and when operating with incomplete information [4]. Emergency physicians (EPs) may be susceptible to the unintended consequences of implicit biases Special attention to this dynamic is essential in emergency departments (EDs), especially considering the diverse patient populations served and the persistent lack of diversity among ED providers in academic emergency medicine (EM) [5,6]. This study examines the perceived role of implicit bias in faculty development in academic emergency medicine (EM)
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