I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students
Abstract Background Microaggressions, subtle and often unintentional acts of hostility, have been recognized as a significant issue in healthcare, adversely affecting learners’ emotional and physical well-being. Current strategies for addressing microaggressions are broad frameworks without empirica...
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BMC
2024-12-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06481-0 |
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| author | Emily Grass Caroline Astemborski James M Lewis |
| author_facet | Emily Grass Caroline Astemborski James M Lewis |
| author_sort | Emily Grass |
| collection | DOAJ |
| description | Abstract Background Microaggressions, subtle and often unintentional acts of hostility, have been recognized as a significant issue in healthcare, adversely affecting learners’ emotional and physical well-being. Current strategies for addressing microaggressions are broad frameworks without empirical substantiation that leave learners without a clear direction for intervention. This study introduces a novel scripted, succinct, bystander intervention tool to combat microaggressions. The intervention tool developed by the research team, named I-RANT, follows the script of introduction, role naming, affirming the target, negating the microaggression, and transitioning within patient encounters. The study goal was to assess the ability of a training session to impact learners’ recognition of microaggressions, confidence in intervening, and competency in applying the I-RANT tool. Methods A pre-experimental study was conducted with 97 second-year medical students at a large academic center in the Southeast United States. The I-RANT tool was taught through a 90-minute training session. The session included an introduction lecture, small group discussions, and role-play scenarios. Pre- and post-intervention surveys assessed microaggression recognition via a multiple-choice questionnaire (MCQ) and self-reported confidence in intervening on a Likert scale. Differences were compared via paired T-test. Role-play scenarios were observed by trained faculty and graded for competence using a rubric. Results Participants showed significant improvement in microaggression identification with increase in MCQ score from 4.17 (SD 0.75) pre-intervention to 4.74 (SD 0.42) post-intervention (p < .001) and increased self-reported confidence from 3.2 (SD 1.0) to 4.2 (SD 0.63) (p < .001). Trained faculty evaluated a random sampling of students’ role-play scenarios (n = 30) revealing that 97% of sampled students demonstrated competence in utilizing the I-RANT tool. Discussion The I-RANT training session empowered learners to address microaggressions. Learners demonstrated a statistically significant improvement in recognition of microaggressions and confidence in intervening. The majority of learners demonstrated competency in utilizing the I-RANT tool by the end of the training session. Conclusions This study supports the effectiveness of our training session in enhancing medical students’ ability to recognize and address microaggressions. I-RANT empowers learners with a tool to intervene against microaggressions within patient encounters. |
| format | Article |
| id | doaj-art-e734ef10d4b34f52a0d7683ddfcfce28 |
| institution | OA Journals |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-e734ef10d4b34f52a0d7683ddfcfce282025-08-20T01:57:16ZengBMCBMC Medical Education1472-69202024-12-012411610.1186/s12909-024-06481-0I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical studentsEmily Grass0Caroline Astemborski1James M LewisDepartment of Emergency Medicine, Prisma Health UpstateDepartment of Emergency Medicine, Prisma Health UpstateAbstract Background Microaggressions, subtle and often unintentional acts of hostility, have been recognized as a significant issue in healthcare, adversely affecting learners’ emotional and physical well-being. Current strategies for addressing microaggressions are broad frameworks without empirical substantiation that leave learners without a clear direction for intervention. This study introduces a novel scripted, succinct, bystander intervention tool to combat microaggressions. The intervention tool developed by the research team, named I-RANT, follows the script of introduction, role naming, affirming the target, negating the microaggression, and transitioning within patient encounters. The study goal was to assess the ability of a training session to impact learners’ recognition of microaggressions, confidence in intervening, and competency in applying the I-RANT tool. Methods A pre-experimental study was conducted with 97 second-year medical students at a large academic center in the Southeast United States. The I-RANT tool was taught through a 90-minute training session. The session included an introduction lecture, small group discussions, and role-play scenarios. Pre- and post-intervention surveys assessed microaggression recognition via a multiple-choice questionnaire (MCQ) and self-reported confidence in intervening on a Likert scale. Differences were compared via paired T-test. Role-play scenarios were observed by trained faculty and graded for competence using a rubric. Results Participants showed significant improvement in microaggression identification with increase in MCQ score from 4.17 (SD 0.75) pre-intervention to 4.74 (SD 0.42) post-intervention (p < .001) and increased self-reported confidence from 3.2 (SD 1.0) to 4.2 (SD 0.63) (p < .001). Trained faculty evaluated a random sampling of students’ role-play scenarios (n = 30) revealing that 97% of sampled students demonstrated competence in utilizing the I-RANT tool. Discussion The I-RANT training session empowered learners to address microaggressions. Learners demonstrated a statistically significant improvement in recognition of microaggressions and confidence in intervening. The majority of learners demonstrated competency in utilizing the I-RANT tool by the end of the training session. Conclusions This study supports the effectiveness of our training session in enhancing medical students’ ability to recognize and address microaggressions. I-RANT empowers learners with a tool to intervene against microaggressions within patient encounters.https://doi.org/10.1186/s12909-024-06481-0microaggressionsmedical schooltrainingdiversitymedical education |
| spellingShingle | Emily Grass Caroline Astemborski James M Lewis I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students BMC Medical Education microaggressions medical school training diversity medical education |
| title | I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students |
| title_full | I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students |
| title_fullStr | I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students |
| title_full_unstemmed | I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students |
| title_short | I-RANT: Training session on a novel, scripted, bystander microaggression intervention tool for medical students |
| title_sort | i rant training session on a novel scripted bystander microaggression intervention tool for medical students |
| topic | microaggressions medical school training diversity medical education |
| url | https://doi.org/10.1186/s12909-024-06481-0 |
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