Number
517
Name
Beyond Bias Literacy: Moral Psychology and Psychological Safety in Interprofessional Healthcare?
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
KOSHA GALA, Liverpool University Hospitals, NHS Foundation Trust
Aidan Kennedy, Glasgow Medical College
Gokcen Ileri, Amasya Public Health Center
Mustafa Alshareefi, University of Baghdad, Faculty of Medicine, Baghdad, Iraq
Presentation Topic(s)
Other
Description
PURPOSE
Unconscious bias and low psychological safety are persistent, often
unexamined barriers to equitable patient care and effective interprofessional
teamwork. These challenges are closely linked to mechanisms of moral
psychology, yet most training stops at basic bias awareness. This
presentation describes a structured, evidence-informed approach that
integrates moral psychology with practical tools to help educators and
clinicians mitigate bias and foster psychological safety in clinical and
educational settings.
METHODS
A 2.5?hour interactive session was designed for health?profession
educators, clinical preceptors, interprofessional educators, and trainees.
Participants begin with a poll on experiences of bias and safety, followed by
a concise overview of unconscious bias, psychological safety, and relevant
moral psychology frameworks. Core activities include: (1) guided
self?assessment using the Harvard Implicit Association Test (IAT) across
domains such as race, weight, disability, and gender?science with small?group
debriefs; (2) case?based role?plays simulating clinical scenarios where bias
or silence undermines care; and (3) creation of an individual or team action
plan to implement at least one concrete bias?mitigation or
psychological?safety strategy in participants’ own context.
RESULTS
Pilot implementations suggest that participants report increased awareness
of their own biases and a clearer understanding of how moral psychology and
team climate interact. Most participants are able to name and commit to using
at least two practical communication strategies to enhance psychological
safety. Feedback indicates that the combination of self?assessment,
role?play, and structured action planning makes the session highly relevant
to real?world clinical and teaching environments.
CONCLUSIONS
Integrating moral psychology with interactive, evidence?based strategies
offers a way to move beyond bias literacy toward practice change. This
approach supports educators and clinicians to recognize bias, respond
constructively in real time, and intentionally cultivate psychologically
safe, inclusive teamwork aligned with Equity, Diversity, and Inclusion (EDI)
goals.
Unconscious bias and low psychological safety are persistent, often
unexamined barriers to equitable patient care and effective interprofessional
teamwork. These challenges are closely linked to mechanisms of moral
psychology, yet most training stops at basic bias awareness. This
presentation describes a structured, evidence-informed approach that
integrates moral psychology with practical tools to help educators and
clinicians mitigate bias and foster psychological safety in clinical and
educational settings.
METHODS
A 2.5?hour interactive session was designed for health?profession
educators, clinical preceptors, interprofessional educators, and trainees.
Participants begin with a poll on experiences of bias and safety, followed by
a concise overview of unconscious bias, psychological safety, and relevant
moral psychology frameworks. Core activities include: (1) guided
self?assessment using the Harvard Implicit Association Test (IAT) across
domains such as race, weight, disability, and gender?science with small?group
debriefs; (2) case?based role?plays simulating clinical scenarios where bias
or silence undermines care; and (3) creation of an individual or team action
plan to implement at least one concrete bias?mitigation or
psychological?safety strategy in participants’ own context.
RESULTS
Pilot implementations suggest that participants report increased awareness
of their own biases and a clearer understanding of how moral psychology and
team climate interact. Most participants are able to name and commit to using
at least two practical communication strategies to enhance psychological
safety. Feedback indicates that the combination of self?assessment,
role?play, and structured action planning makes the session highly relevant
to real?world clinical and teaching environments.
CONCLUSIONS
Integrating moral psychology with interactive, evidence?based strategies
offers a way to move beyond bias literacy toward practice change. This
approach supports educators and clinicians to recognize bias, respond
constructively in real time, and intentionally cultivate psychologically
safe, inclusive teamwork aligned with Equity, Diversity, and Inclusion (EDI)
goals.
Presentation Tag(s)
International Presenter