Taking the VITALS to Interrupt Microaggressions

INTRODUCTION: Microaggressions are subtle statements or actions that reinforce stereotypes. Medical students, residents, and faculty report experiences of microaggressions, with higher incidences among women and marginalized groups. An educational tool utilizing the acronym VITALS (validate, inquire...

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Autores principales: Walker, Valencia P., Hodges, La'Mayah, Perkins, Monica, Sim, Myung, Harris, Christina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766569/
https://www.ncbi.nlm.nih.gov/pubmed/35128046
http://dx.doi.org/10.15766/mep_2374-8265.11202
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author Walker, Valencia P.
Hodges, La'Mayah
Perkins, Monica
Sim, Myung
Harris, Christina
author_facet Walker, Valencia P.
Hodges, La'Mayah
Perkins, Monica
Sim, Myung
Harris, Christina
author_sort Walker, Valencia P.
collection PubMed
description INTRODUCTION: Microaggressions are subtle statements or actions that reinforce stereotypes. Medical students, residents, and faculty report experiences of microaggressions, with higher incidences among women and marginalized groups. An educational tool utilizing the acronym VITALS (validate, inquire, take time, assume, leave opportunities, speak up) provided a framework for processing and addressing microaggressions encountered in the academic health center environment. METHODS: We developed a 60-minute workshop designed to raise awareness of microaggressions encountered by medical students and trainees. The workshop consisted of a didactic presentation and multiple interactive exercises shared in small- and large-group formats. Participants also completed pre- and postsurvey instruments to assess changes in their knowledge and attitudes about promoting an environment that prevents microaggressions from occurring. RESULTS: There were 176 participants who completed our workshop. In comparing anonymized pre- and postworkshop responses submitted by attendees, an increase in recognition of one's own potential stereotypical beliefs about social identity groups was observed. Participants also expressed a greater sense of empowerment to foster mutual respect in health care settings. After completing the workshop, attendees indicated a greater likelihood to engage in difficult conversations, including responding to microaggressions, which both peers and superiors encountered in both academic and clinical environments. DISCUSSION: The workshop provided an interactive format for medical students and trainees to gain awareness, knowledge, and tools for addressing microaggressions encountered in health care settings.
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spelling pubmed-87665692022-02-04 Taking the VITALS to Interrupt Microaggressions Walker, Valencia P. Hodges, La'Mayah Perkins, Monica Sim, Myung Harris, Christina MedEdPORTAL Original Publication INTRODUCTION: Microaggressions are subtle statements or actions that reinforce stereotypes. Medical students, residents, and faculty report experiences of microaggressions, with higher incidences among women and marginalized groups. An educational tool utilizing the acronym VITALS (validate, inquire, take time, assume, leave opportunities, speak up) provided a framework for processing and addressing microaggressions encountered in the academic health center environment. METHODS: We developed a 60-minute workshop designed to raise awareness of microaggressions encountered by medical students and trainees. The workshop consisted of a didactic presentation and multiple interactive exercises shared in small- and large-group formats. Participants also completed pre- and postsurvey instruments to assess changes in their knowledge and attitudes about promoting an environment that prevents microaggressions from occurring. RESULTS: There were 176 participants who completed our workshop. In comparing anonymized pre- and postworkshop responses submitted by attendees, an increase in recognition of one's own potential stereotypical beliefs about social identity groups was observed. Participants also expressed a greater sense of empowerment to foster mutual respect in health care settings. After completing the workshop, attendees indicated a greater likelihood to engage in difficult conversations, including responding to microaggressions, which both peers and superiors encountered in both academic and clinical environments. DISCUSSION: The workshop provided an interactive format for medical students and trainees to gain awareness, knowledge, and tools for addressing microaggressions encountered in health care settings. Association of American Medical Colleges 2022-01-19 /pmc/articles/PMC8766569/ /pubmed/35128046 http://dx.doi.org/10.15766/mep_2374-8265.11202 Text en © 2022 Walker et al. https://creativecommons.org/licenses/by-nc/4.0/This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial (https://creativecommons.org/licenses/by-nc/4.0/) license.
spellingShingle Original Publication
Walker, Valencia P.
Hodges, La'Mayah
Perkins, Monica
Sim, Myung
Harris, Christina
Taking the VITALS to Interrupt Microaggressions
title Taking the VITALS to Interrupt Microaggressions
title_full Taking the VITALS to Interrupt Microaggressions
title_fullStr Taking the VITALS to Interrupt Microaggressions
title_full_unstemmed Taking the VITALS to Interrupt Microaggressions
title_short Taking the VITALS to Interrupt Microaggressions
title_sort taking the vitals to interrupt microaggressions
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766569/
https://www.ncbi.nlm.nih.gov/pubmed/35128046
http://dx.doi.org/10.15766/mep_2374-8265.11202
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