![]() Assuming Latinx patients are undocumented immigrants / migrant workers.Consistently showing images of black individuals when addressing diabetes or obesity.Showing two photos side-by-side during an obesity lecture: one depicting a family comprised of thin white individuals sitting down to a healthy dinner and one depicting a family of overweight black individuals sitting in front of fast food.Presenting associations between race and disease incidence without context.Teaching the practice of race “correction” for highly variable physiological measures such as spirometry values and glomerular filtration rate, based on outdated studies, neglecting intrinsic variation within racial groups.For information, contact Khalilah Gates, MD, task force leader, via email at are some examples of statements that may promote stereotypes, bias, shame and stigma: The Task Force on Inclusion & Bias is available to help faculty analyze and improve on their content. Additionally, in our efforts to create an inclusive environment, we strive to avoid burdening or marginalizing our students and educators who may personally face the lasting impact of these indicators. The factors addressed below are often associated with marginalization and inequality in healthcare, access to care and health outcomes. When reviewing the details of a case study or vignette, we recommend thinking about how it would affect learners if every patient with that condition was presented as being a particular race, ethnicity, sexual orientation, etc. Remember that learners can recognize patterns of bias that a single lecturer or facilitator may not appreciate. Please note: These examples require some awareness of content across sessions, units and courses. This checklist can be used to evaluate a variety of teaching content including (but not limited to) lecture slides, learning guides, clinical vignettes, multiple-choice questions, case-based learning materials and standardized patient encounter scripts. If your answer is "yes" to any of the questions below, expand the area to evaluate recommended/preferred delivery of this content. Please consider whether one or more indicators (race, gender, age, etc.) is discussed in your educational content (this should include photos). When creating or reviewing educational content for Feinberg students and trainees, the following questions can encourage reflection on how race, gender, and other socioeconomic factors are represented your content. You can also view her webinar De-Biasing Medical Education: A Checklist Methodology. Amy Caruso Brown at SUNY Upstate Medical University. This checklist is adapted from the Checklist for Assessing Bias in Medical Education Content developed by Dr.
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