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An Innovative Curriculum to Empower Trainees and Faculty to Address Patient-Initiated Identity-Based Misconduct in the Clinical Learning Environment
Journal article   Open access   Peer reviewed

An Innovative Curriculum to Empower Trainees and Faculty to Address Patient-Initiated Identity-Based Misconduct in the Clinical Learning Environment

Nkanyezi Ferguson, Lauren E Hock, Patrick Barlow, Aisha S Jamison, Marcy E Rosenbaum and Nicole del Castillo
MedEdPORTAL, Vol.22, 11591
2026
DOI: 10.15766/mep_2374-8265.11591
PMID: 41969315
url
https://doi.org/10.15766/mep_2374-8265.11591View
Published (Version of record) Open Access

Abstract

Training residents and attending physicians on effective communication strategies to manage biased patient and visitor comments is lacking. The I-RESPOND toolkit curriculum provides strategies for addressing identity-based misconduct in the clinical setting. Resident physicians and faculty in 12 departments at a single academic center participated in the workshop between June 2021 and February 2022. The workshop consisted of interactive didactics, an introduction to the I-RESPOND toolkit, and opportunities to practice communication strategies with formative feedback. Retrospective pre/postworkshop survey instruments and a follow-up survey were used to evaluate the workshop and subsequent experiences. Sixty-six (32%) of 204 participants (including residents and attendings) completed the workshop evaluations, with 15 workshops facilitated. Both groups of participants were significantly more confident in their ability to respond to identity-based misconduct after participation. The retrospective pre/postworkshop analysis of their perceived change in confidence in addressing the workshop educational objectives showed a significant increase in median confidence score from pre- to postworkshop ( < .001). On the follow-up survey, participants' mean ± SD rating (disaggregated sample, 50 participants) for the likelihood of using at least one strategy in the next 2 months was 4.2 ± 1.01 (on a 5-point scale; 1 = , 5 = ), with 9 (32%) of 28 participants indicating they had intervened in the moment to address the behavior. This curriculum increased awareness of the impact of patient-initiated misconduct and helped inform institutional policies related to the management of disruptive discriminatory behavior from patients and visitors.
 Communication Curriculum - trends Faculty, Medical - education Faculty, Medical - psychology Female Humans Internship and Residency - methods Male Retrospective Studies Surveys and Questionnaires

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