Welcome to the Physician Trainee/Resident Bias and Stereotype Threat e-Learning Page

These two brief e-learning experiences on Unconscious Bias and Stereotype Threat were designed specifically for medical residents and will be appropriate for physician trainees at all levels including medical students who are active in clinical settings/patient care.

Physician Trainees: These learning experiences were developed by people who understand your world.  You need supportive evidence-based approaches that will improve your care and make your life easier.

In the Unconscious Bias learning experiences you will gain insight into the nature of unconscious, automatic and unintended biases. You will gain specific, evidence-based concrete and feasible strategies on how to protect yourself from being influenced by unconscious biases and how to prevent them from affecting the care you provide.

In the Stereotype Threat learning experience you will learn what stereotype threat really is, why it matters, how it may affect you (yes, you – regardless of your gender, race and ethnicity, sexual orientation etc), and how to prevent if from affecting you, your colleagues, and patients.

If you wish to complete the Learning Experience as an individual learner, click here. If you are interested in evaluating it for your school or program, please email us at hello@diversityscience.org.

Information and Objectives

Understanding and Protecting Yourself from Unconscious Biases

This rapid (20-minute) learning experience is specifically designed for physician trainees who work with patients. It will give you knowledge and strategies that will help you live your values – treat people fairly and without bias. Most importantly, it includes practical evidence-based strategies to prevent unintended biases from affecting you, your coworkers/colleagues, and the patients you serve.

More information…

Research has shown that our biases, although often unintended, can influence the way we treat patients from different racial and ethnic groups.  These biases can prevent us from providing equally high-quality care to patients who come from different backgrounds than we do.  In this evidence-based online course, you will learn:

  • Why we behave in biased ways that are not consistent with our true values,
  • Where biases come from,
  • How biases negatively impact us and those around us,
    – The role of unintended bias in the medical diagnostic process,
    – How our unintended biases can impact patients’ trust and adherence,
  • Practical evidence-based strategies to prevent bias from impacting our behavior and to improve our patient care and job satisfaction.

Stereotype Threat

Stereotype threat is the (often unconscious) fear that we will be viewed through the lens of a negative stereotype about our social group. Science has shown that stereotype threat can hamper professionalism, stifle mutual respect and create barriers between teams. Based on the most current research brought to life by real examples, this innovative learning experience uncovers the ways that stereotype threat can negatively impact performance, preventing you from doing your best. During this evidence-based online diversity training course, you will learn:

  • What stereotype threat is
  • How our membership in different social groups influences our perceptions and behavior
  • What causes stereotype threat
  • How and why stereotype threat can impede performance
  • Specific cues in the environment that can trigger stereotype threat
  • Strategies to prevent stereotype threat from affecting you, your coworkers, and your patients

Would these elearning experiences be right for you or your trainees?

Contact us at hello@diversityscience.org to review the elearning experiences or inquire about volume discounts

Continuous Improvement and Evaluation

Evidence and Data-based

We engage in continuous improvement and recently revised our Elearning Experiences for Physician Trainees. Recent improvements based on evaluation results include a change in choice of personal story, a stronger connection of content and recommendation to values (and values affirmation), a revised interaction. We conducted our third evaluation of this most recent learning experience in summer of 2019. We were pleased.

Formative Evaluation Methods

We invite participants to complete a short pre-test, view the the e-learning experiences, and then complete an anonymous online questionnaire. We have repeated this 3 times with sample sizes of 74, 34 and 72.

We are currently seeking funding for a large-scale randomized design to assess the impact of the intervention.

Evaluation Questions and Results
Did participants find the eLearning valuable?

The vast majority were satisfied with the Learning Experience and would recommend it to others

Overall experience
  • 88% were satisfied with the learning experience
  • 80% reported they would recommend the learning experience to others.
Usefulness of content: ( How helpful will the recommended strategies be?  How likely are you to use these strategies?)
  • The vast majority found all the strategies very or extremely helpful.
  • Exact percentage depended on the strategy (we asked about 4 of the strategies that were taught). For the least popular strategy, 74% reported that it will be very or extremely helpful.  For the most popular strategy, 80% reported that it will be very or extremely helpful.
Were learning objectives met?

All learning objectives were met for majority of participants

  • There were statistically significant improvements in knowledge of specific strategies to prevent implicit bias in their interactions with others
Knowledge Application
  • There were statistically significant improvements in participants’ confidence (self-efficacy) that they can prevent implicit bias from negatively affecting their behavior
  • When asked to provide a specific case example of how they will use the strategies described in the learning experience, 85% provided an excellent and accurate description.
Behavioral Intention
  • Participants were asked to respond to the following question about each of the recommended actions (behaviors, strategies): “You need to make decisions about how to use your time and attention.  Thinking about your daily work, how likely are you to use your time and attention to…”
    • There were statistically significant increases in participant self-reported likelihood of using each strategy.
    • The vast majority reported that they are somewhat or very likely to use all the strategies.
    •  For the least popular strategy, 74% reported the are likely to use it.  For the most popular, 92% reported the are likely to use it.
Were there increases in interest in participating in further skill-building?

There was a statistically significant increase in the percent who were interested in further skill-building training to prevent bias


  • There were statistically significant increases in participants’ self-reported likelihood of participating in further training experiences focused on the specific strategies recommended in the learning experience.
  • Participants were more interested in further learning experiences focused on specific strategies than on learning experiences on bias and disparities overall.