Background and purpose

This paper describes the context and experiences of a workshop to raise knowledge and awareness of a college of pharmacy's faculty and staff about microaggressive behaviors and implicit biases. The workshop was intended to provide a non-threatening, interactive, and informative professional development program to demonstrate the cumulative marginalizing effects on students, faculty, and staff who may perceive themselves as targets.

Educational activity and setting

A half-day workshop was conducted during July 2018. Participants were initially provided with definitions and categories of microaggression and implicit bias. To bring the subject matter “alive” and foster receptivity, interactive videos were shown with scenarios depicting situations reflective of microaggressions and implicit biases. College faculty, staff, and students made these relatable. To foster objectivity, an outside consultant was hired to facilitate the ensuing roundtable and plenary discussions.

Findings

Sixty-eight participants responded to a pre-survey designed by the workshop team, and 78% indicated never having attended a training/seminar on microaggression and/or implicit bias. Sixty-two individuals responded to the post-survey with 92% indicating increased knowledge gained from workshop. Anecdotal reports suggested that the workshop had an ongoing impact, as faculty and staff continued the discussions in subsequent months and requested additional training sessions.

Summary

The workshop heightened awareness and increased faculty and staff knowledge on microaggressive behaviors, implicit biases, and the potential consequences thereof. It also demonstrated the importance of addressing conversations that are perceived as difficult, in order to create a diverse and inclusive workplace and learning environment for all.

中文翻译：

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关于微攻击和内隐偏见的教职员工研讨会：对学生、教职员工和教职员工经历的知识和认识

背景和目的

本文描述了一个研讨会的背景和经验，旨在提高药学院教职员工对微攻击行为和内隐偏见的知识和认识。该研讨会旨在提供一个无威胁、互动和信息丰富的专业发展计划，以展示对可能将自己视为目标的学生、教职员工和工作人员的累积边缘化影响。

教育活动和环境

2018 年 7 月举办了一次为期半天的研讨会。最初向参与者提供了微攻击和隐性偏见的定义和类别。为了使主题“生动”并培养接受度，展示了互动视频，其中的场景描绘了反映微攻击和隐性偏见的情况。大学教职员工和学生使这些具有相关性。为促进客观性，聘请了一名外部顾问来促进随后的圆桌会议和全体会议的讨论。

发现

68 名参与者对研讨会团队设计的预调查做出了回应，78% 的参与者表示从未参加过关于微攻击和/或内隐偏见的培训/研讨会。62 个人对后调查作出回应，其中 92% 表示从研讨会中获得的知识有所增加。轶事报告表明，研讨会产生了持续的影响，因为教职员工在随后的几个月中继续讨论并要求增加培训课程。

概括

研讨会提高了教职员工对微攻击行为、隐性偏见及其潜在后果的认识，并增加了他们的知识。它还证明了解决被认为困难的对话的重要性，以便为所有人创造一个多元化和包容性的工作场所和学习环境。