To introduce the event, Bre Glynn, a fifth year teaching fellow, read a poem that she had written to describe a microaggression she received from a patient in the clinical setting. As her performance pierced the room, we were reminded to maintain sensitive towards our peers when sharing our experiences and perspectives. During the breakout session, attendees were divided into a 3:1 ratio of students to facilitator to promote intimate conversation. Using material adapted from Kathy Obear, Ed.D, from the Center for Transformation Change, facilitators first asked students to reflect on a time they delivered a microaggression. Next, groups discussed appropriate language that could be used to intervene when these specific microaggressions were passed using the “ADDRESS” model: acknowledge, dialogue, document, redirect, educate, stop and support.3
During the debriefing discussion, facilitators discussed tangible methods that could be used to intervene microaggressions, especially when encountering them in the professional setting. When a comment is directed at you, students reported using “I” statements such as “I feel uncomfortable when you ask me about my race” and paraphrases such as, “did you assume that I am not a medical student because I am female?” as most approachable. The group concluded that no matter how insignificant the microaggression might seem on its own, individual comments have a cumulative effect. While we all agreed that addressing someone who has delivered a microaggression is intimidating, the language developed during the workshop helped us take the first steps towards building confidence to take action. Despite coming from different backgrounds and experiences, we learned that we are each capable of passing microaggressions and must continue to work on addressing our biases. As medical students, learning to be conscious of our own language and attitudes is of two-fold importance: it is not only fundamental to providing inclusive and compassionate care for our increasingly diverse patient population but also for our own empowerment, as we navigate professional relationships.
It should be underscored, however, that all individuals should have the responsibility and the humility to address microaggressions, not solely medical professionals. It is important to remember that language shapes experience. Addressing a microaggression in any capacity in which you feel comfortable not only helps bring awareness to the situation, but also provides a teaching moment to the offending party, which can be empowering for the person who received the microaggression. Bre said, we can start by “recognizing our own biases, dropping our egos and dedicating time to encourage growth within ourselves.”
This workshop was organized with resources from The Center for Transformation and Change. Thank you to all the students that facilitated: Samantha Culver, Fides Elamparo, Bre Glynn, Bryar Hansen, Anna McLean, Aasta Narula, Karissa Rajagopal, Joanna Sajdlowska, ToQuynh Vu and Jenna Wozer.
Citations:
1.
2.
3.
Joanna Sajdlowska is a first year medical student at the University of New England College of Osteopathic Medicine. A background in health promotion and training through AmeriCorps at the Area Health Education Center has shaped her desire to learn more about health disparities and social health determinants, which she hopes to do though research and writing.