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Assumptions and Biases

Adam Saperstein

Session author

Adam Saperstein

Vice Chair for Medical Education and Associate Professor

Uniformed Services University of the Health Sciences

More information about this author

I am a Family Physician whose academic interests include the use of medical humanities to improve patient care and to enhance professionalism (including professionalism remediation). In these efforts, I have developed expertise as an educator of Reflective Practice, Metacognition, Medical Improvisation, Poetry, Prose, Impressionist Painting, Mask Making, Music, and others, all with the goal of using these modalities to improve patient care. When not working as a physician and educator, I enjoy playing soccer, attending live performances, and reading fiction.

Contact: adamsapersteinmd@gmail.com · 337-400-0846

Objectives
During this session of the STFM Professionalism Curriculum on Assumptions and Biases, through facilitated small group discussion about challenging situations in medicine, participants will:

  1. Learn the definition of personal context
  2. Develop greater awareness for the way our personal context impacts the lens through which we see the world
  3. Practice the skill of identifying our own assumptions and biases
  4. Practice the skill of exploring the sources of those assumptions and biases
  5. Consider approaches they may take in the future in order to account for those assumptions and biases in order to enhance patient care and colleague interactions

Background
Care that is truly patient-centered depends upon physicians’ ability to identify and then account for our assumptions and biases. Developing these skills can be challenging for a host of reasons, including but not limited to the following:

  • minimal experience engaged in the reflection needed to:
    • identifying our own assumptions and biases
    • explore the sources of those assumptions and biases
  • a lack of psychologically safe and brave spaces where we can practice this skill, learn from others in a Community of Practice (CoP), and develop our growth mindset
  • anxiety that exploring one’s assumptions and biases could have negative implications for career progression and advancement

Assignment

  1. Prior to the small group session, read Emily Pronin’s article, “How We See Ourselves, How We See Others” and read/watch/listen to 1 additional resource.
  2. Reflect on an experience in healthcare that allowed you to identify one or more of your own assumptions and/or biases
  3. Come to the small group with notes that will allow you to:
    1. set the stage
    2. identify the assumption(s) and/or bias(es) you identified
    3. consider the sources of those assumptions and/or biases
    4. describe how the impact you think those assumptions and/or biases had (on you/on others)
    5. reflect on how you might account for those assumptions and/or biases in future interactions

Session Readings

How We See Ourselves, How We See Others by Emily ProninDoes our ability to know our own volition give us accurate insight into the volition of others? This article argues that the answer is a definitive "No".
Cognitive bias – its influence on clinical diagnosisOur clinical decisions are often influenced unconsciously by our thoughts and feelings; cognitive bias is one of the leading causes of diagnostic error. Here is a look at why and what to do about it.
The first time I hated a patienta raw reflection on internal and external conflict in medicine
The Permission to FeelDr. Marc Brackett has dedicated his life to studying emotions and to teaching us what he’s learning. In this episode, we talk about how emotional literacy – being able to recognize, name, and understand our feelings – affects everything from learning, decision making, and creativity, to relationships, health, and performance.
Ted Radio Hour: CONFRONTING STIGMAa look at how we stigmatize mental illness, addiction, and other things – and ways to address that issue.