Presented By: Jennifer Hotzman, Idaho College of Osteopathic Medicine
Co-Authors: Shatae Mullins, Idaho College of Osteopathic Medicine

Purpose 
Implicit bias is known to influence our perceptions of other individuals and impact our interactions. The purpose of this pilot study was to examine the reactions and reflections of undergraduate medical educators on their social interactions with students after taking the Gender-Science Implicit Association Test (GSIAT) and participating in an implicit bias workshop.

Methods 
A 2-hour interactive training workshop on implicit bias was offered to all employees of Idaho College of Osteopathic Medicine. All session participants were asked to complete the GSIAT. Study participants were recruited from workshop attendees with faculty appointments and participated in individual, structured interviews. Interviewees were asked to share their reflections of their GSIAT results and workshop. Participants were also asked to consider their social interactions with students of differing genders and share personal experiences with gender bias. Phenomenological methodology was used to analyze the interview transcripts.

Results 
10 faculty, 5 males and 5 females, participated. After completing the implicit bias training session and GSIAT, all faculty participants reported increased awareness of personal implicit gender bias and increased confidence mitigating bias-influenced behavior during social interactions. Males and females who were interviewed shared personal experiences of gender bias. Female participants most often reported being interrupted by male colleagues and being addressed informally in situations where male colleagues were addressed by title. One male participant reported that he was excluded from patient care during an OBGYN rotation because of his gender.

Conclusion 
Medical educators need to be cognizant of their biases in order to mitigate those biases in social interactions. Tools such as the GSIAT can be used to increase awareness of implicit biases and build a foundation for self-reflection to meet the obligations faculty have to students. This study supports the use of the GSIAT and implicit bias training to help faculty be more empowered to enhance the student experience.