Adaptive Reinventing: Implicit Bias and the Co-Construction of Social Change

Autor/inn/en	Sukhera, Javeed; Milne, Alexandra; Teunissen, Pim W.; Lingard, Lorelei; Watling, Chris
Titel	Adaptive Reinventing: Implicit Bias and the Co-Construction of Social Change
Quelle	In: Advances in Health Sciences Education, 23 (2018) 3, S.587-599 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sukhera, Javeed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9816-3
Schlagwörter	Bias; Workplace Learning; Stereotypes; Health Occupations; Longitudinal Studies; Case Studies; Interviews; Physicians; Nurses; Cognitive Processes; Reflection; Behavior Change; Role Models; Work Environment; Affordances; Transformative Learning + Suchen Sie Ihr Suchwort? Klischee; Gesundheitsberuf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Physician; Doctor; Arzt; Cognitive process; Kognitiver Prozess; Identifikationsfigur; Arbeitsmilieu; Pädagogische Transformation
Abstract	Emerging research on implicit bias recognition and management within health professions describes individually focused educational interventions without considering workplace influences. Workplace learning theories highlight how individual agency and workplace structures dynamically interact to produce change within individuals and learning environments. Promoting awareness of individual biases shaped by clinical learning environments may therefore represent a unique type of workplace learning. We sought to explore how individuals and the workplace learning environment interact once awareness of implicit biases are triggered within learners. In accordance with longitudinal case study methodology and informed by constructivist grounded theory, we conducted multiple longitudinal interviews with physician and nurse participants over 12 months. Our results suggest that implicit bias recognition provokes dissonance among participants leading to frustration, and critical questioning of workplace constraints. Once awareness is triggered, participants began reflecting on their biases and engaging in explicit behavioural changes that influenced the perception of structural changes within the learning environment itself. Collaboration, communication and role modeling within teams appeared to facilitate the process as individual and workplace affordances were gradually transformed. Our findings suggest a potential model for understanding how individual learners adaptively reinvent their role in response to disruptions in their learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01