Table 2.

Section 2. Addressing Perceived Bias During Witnessed Encounters^a

Session	Learning objectives: By the end of the session students will…	Instructional strategy
6. Interventions and strategy development (second portion)	Value the importance of implicit bias instruction in the education of a physician Articulate statements to address perceived bias in witnessed encounters	Bystander training utilizing the CPR method24 Guided dialogue on prepared critical reflections through the lens of bystander education Provide opportunities to practice bystander intervention during multiple role-play sessions.
7-9. Role plays with structured debrief	Identify and implement one strategy to debrief with supervisors or peers in clinical encounters when implicit bias may have been playing a role. Identify and implement one strategy to debrief with supervisors or peers in teaching encounters when implicit bias may have been playing a role Identify and implement one strategy to recognize and manage their own implicit biases while communicating with patients Apply the concepts of a safe, structured, debrief to role-plays with peers	Students participate in role-plays with structured debriefs, followed by opportunities to repeat the role-play (“do-over”) in order to incorporate lessons learned from the first role play and debrief.

Abbreviation: CPR, Confronting Prejudiced Response

^aSession names, learning objectives, and instructional strategies for the second portion of an elective course for first year medical students in implicit bias recognition and management in New York, offered in the spring of 2017-2019. Each session lasted 1.5 hours.