Number
257
Name
An Expanded Exploration of Unconscious Bias of First Year Medical Students in a Community-Based Learning Course
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jennifer Han, MPH, Georgetown University School of Medicine
Deniz Ozisik, PhD, Department of Biostatistics, Bioinformatics and Biomathematics, Georgetown University
Devina Aggarwal, MBA/ACC, Georgetown University School of Medicine; Department of Family Medicine, MedStar Georgetown University Hospital
Kim Bullock, MD FAAFP, Georgetown University School of Medicine; Department of Family Medicine, MedStar Georgetown University Hospital
Latasha Seliby Perkins, MD, Georgetown University School of Medicine; Department of Family Medicine, MedStar Georgetown University Hospital
Presentation Topic(s)
Curriculum
Description
PURPOSE
Implicit bias is an automatic association process that shapes thoughts and
behaviors and, in healthcare, can negatively affect patient care.
Community-based learning (CBL) courses aim to address bias by exposing
students to diverse communities and fostering awareness of its impact on
clinical decision-making and outcomes. This study examines student
reflections from Georgetown University Medical School’s CBL course to
identify themes related to bias.
METHODS
A preliminary thematic analysis was previously conducted on de-identified
reflection essays from first-year medical students placed at CBL sites
representing minority groups by race, age, or disability (N=48). Using a
combination of conventional, directed, and summative qualitative analysis
techniques, a manual codebook was developed in an initial pass and applied
during a second pass. This project will build on that work by expanding the
sample size to 92 essays and using a qualitative analysis software to enable
a more iterative analytic approach. Additionally, overarching themes will be
examined through the lens of stages of change related to addressing implicit
bias.
RESULTS
Preliminary analysis of 48 essays suggests that the CBL experience
positively shaped students’ perspectives and fostered a more inclusive
appreciation of individuals from diverse backgrounds. The three most
prevalent themes were increased awareness of the realities of social
determinants of health (N=18), feeling inspired by others’ stories and
experiences (N=15), and recognizing that previously held stereotypes were
inaccurate (N=17). Comprehensive analysis of the full sample is ongoing and
will employ a more narrative, iterative approach to theme development.
CONCLUSION
This thematic analysis highlights key themes related to bias in medicine
and the value of engaging with communities different from one’s own. Findings
underscore the role of the CBL course in helping students reflect on their
biases and lived experiences – a crucial process in developing physicians who
can provide empathetic and equitable care.
Implicit bias is an automatic association process that shapes thoughts and
behaviors and, in healthcare, can negatively affect patient care.
Community-based learning (CBL) courses aim to address bias by exposing
students to diverse communities and fostering awareness of its impact on
clinical decision-making and outcomes. This study examines student
reflections from Georgetown University Medical School’s CBL course to
identify themes related to bias.
METHODS
A preliminary thematic analysis was previously conducted on de-identified
reflection essays from first-year medical students placed at CBL sites
representing minority groups by race, age, or disability (N=48). Using a
combination of conventional, directed, and summative qualitative analysis
techniques, a manual codebook was developed in an initial pass and applied
during a second pass. This project will build on that work by expanding the
sample size to 92 essays and using a qualitative analysis software to enable
a more iterative analytic approach. Additionally, overarching themes will be
examined through the lens of stages of change related to addressing implicit
bias.
RESULTS
Preliminary analysis of 48 essays suggests that the CBL experience
positively shaped students’ perspectives and fostered a more inclusive
appreciation of individuals from diverse backgrounds. The three most
prevalent themes were increased awareness of the realities of social
determinants of health (N=18), feeling inspired by others’ stories and
experiences (N=15), and recognizing that previously held stereotypes were
inaccurate (N=17). Comprehensive analysis of the full sample is ongoing and
will employ a more narrative, iterative approach to theme development.
CONCLUSION
This thematic analysis highlights key themes related to bias in medicine
and the value of engaging with communities different from one’s own. Findings
underscore the role of the CBL course in helping students reflect on their
biases and lived experiences – a crucial process in developing physicians who
can provide empathetic and equitable care.
Presentation Tag(s)
Student Presentation