Number
210
Name
Shifting Perspectives: A Medical School Intervention to Improve Students' Abilities with Bias Identification and Management
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Kate L. van Loveren, SUNY Upstate Medical University, Department of Neurology
Lauren J. Germain, SUNY Upstate Medical University, Academic Affairs
Nicole C. Brescia, SUNY Upstate Medical University, Department of Neurology
Presentation Topic(s)
Curriculum
Description
PURPOSE
Physician bias contributes to health disparities, necessitating earlier
training on bias recognition and management. The intervention, “Shifting
Perspectives,” uses reflection and discussion to improve medical students’
identification and management of bias in patient care.
METHODS
This was a single-site study conducted from 2023 to 2025 (response rate =
266/343). Cohorts of 10-15 medical students participated during their
neurosciences clerkship. Students wrote about a patient interaction from two
perspectives: the evidence-based analysis of the patient’s diagnosis and how
biases impacted the patient's care. A facilitated discussion allowed students
to share their reflections and discuss strategies for bias identification and
management. Students completed a post-discussion survey. SPSS was used for
descriptive analysis of students’ agreement with statements about the
intervention along a 5-point Likert scale and to calculate Wilcoxon
Signed-Rank Tests to assess changes in pre- and post-intervention confidence
scores with bias identification and management. Open-ended student feedback
about content learned and suggestions for improvement are being thematically
coded.
RESULTS
Of 266 responses, 256 met inclusion criteria. The majority of students
responded “Agree” or “Strongly Agree” to statements about the reflection
being useful (70.0%), discussion being useful (66.5%), discussion being
interesting (72.3%), and learning something new (64.5%). Confidence increased
with bias identification (Z = -10.37, p < 0.001, r =0.85) and management
(Z = -10.50, p < 0.001, r = 0.86). Preliminary qualitative analysis
indicates students valued discussing biases and could cite specific
strategies to identify and manage biases in patient care.
CONCLUSION
“Shifting Perspectives” was viewed by medical students as useful,
educational, and interesting. It significantly improved student confidence
identifying and managing bias in patient care. Further analysis of open-ended
responses will increase understanding of student perceptions of the course.
Physician bias contributes to health disparities, necessitating earlier
training on bias recognition and management. The intervention, “Shifting
Perspectives,” uses reflection and discussion to improve medical students’
identification and management of bias in patient care.
METHODS
This was a single-site study conducted from 2023 to 2025 (response rate =
266/343). Cohorts of 10-15 medical students participated during their
neurosciences clerkship. Students wrote about a patient interaction from two
perspectives: the evidence-based analysis of the patient’s diagnosis and how
biases impacted the patient's care. A facilitated discussion allowed students
to share their reflections and discuss strategies for bias identification and
management. Students completed a post-discussion survey. SPSS was used for
descriptive analysis of students’ agreement with statements about the
intervention along a 5-point Likert scale and to calculate Wilcoxon
Signed-Rank Tests to assess changes in pre- and post-intervention confidence
scores with bias identification and management. Open-ended student feedback
about content learned and suggestions for improvement are being thematically
coded.
RESULTS
Of 266 responses, 256 met inclusion criteria. The majority of students
responded “Agree” or “Strongly Agree” to statements about the reflection
being useful (70.0%), discussion being useful (66.5%), discussion being
interesting (72.3%), and learning something new (64.5%). Confidence increased
with bias identification (Z = -10.37, p < 0.001, r =0.85) and management
(Z = -10.50, p < 0.001, r = 0.86). Preliminary qualitative analysis
indicates students valued discussing biases and could cite specific
strategies to identify and manage biases in patient care.
CONCLUSION
“Shifting Perspectives” was viewed by medical students as useful,
educational, and interesting. It significantly improved student confidence
identifying and managing bias in patient care. Further analysis of open-ended
responses will increase understanding of student perceptions of the course.
Presentation Tag(s)
Student Presentation