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Background: Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient–physician relationships and developing mutually trusting beneficial partnerships. Objective: The objective of this study was to determine the feasibility and efficacy of cultural humility training. Methods: From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions. Results: There were significant increases from pre to post intervention assessments for perception scores (3.89 SEM= 0.04 versus 4.22 0.08, p< 0.001) and knowledge scores (0.52 0.02 versus 0.67 0.02, p< 0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of − 8% by female participants (P< 0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p< 0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p< 0.001). Conclusion: An interactive educational workshop can increase participants' knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged. Keywords: cultural humility, patient experience, sociocultural identities, intersectionality
Ogunyemi et al. (Sat,) studied this question.