Date Presented 03/27/20
The purpose of this study was to examine how an online training module impacts rehabilitation therapists’ perceived ability to understand, identify, and respond to microaggression. Results indicate a significant (p < 0.000) increase in participants’ understanding of microaggression.
Primary Author and Speaker: Shanese Higgins
Additional Authors and Speakers: Brenna Brown, Andrew Silos, Rachel Sperry, Jenna Stechschulte, Sydney Stewart
Contributing Authors: Marsha McKenzie-Sherrod
PURPOSE: The incidence and impact of microaggression continues to grow within healthcare settings, impacting therapeutic relationship and quality of care. However, there is limited research addressing microaggression within rehabilitative settings. The purpose of this study was to examine how an online training module impacts rehabilitation therapists’ perceived ability to understand, identify, and respond to microaggression.
DESIGN: A concurrent parallel mixed methods design was used for this study, collecting quantitative and qualitative data. Participants included licensed occupational and physical therapists and were recruited through email, social media, and word of mouth.
METHOD: The training module was completed by 178 participants. The pre-survey included five demographic questions and ten Likert scale questions used to evaluate the understanding and experiences of microaggression. The post-survey included the same ten Likert scale questions to assess perceived growth in understanding. Data was analyzed using the Wilcoxon paired sample t-test. Additionally, a member checking survey included three questions to establish credibility of our research findings.
RESULTS: Results indicate that the training module had a positive significant effect (p < 0.000) on participants’ understanding of microaggression across all ten Likert scale questions. Additionally, the results indicated the training module had an intermediate to large effect size for all questions, with the greatest increase being in individuals previously unfamiliar with the topic. Participants who were unfamiliar with the concept of microaggression prior to the training module showed a 55.4% increase in perceived understanding of microaggression following the module. In the qualitative analysis, five main themes emerged: (a) understanding new knowledge, (b) impact on patient care, (c) improved awareness, (d) microaggression vs. hypersensitivity, and (e) helpful examples.
CONCLUSION: Results of this study indicate that a training module is an effective way to help rehabilitation therapists learn skills to understand, identify, and respond to microaggression. Additionally, results suggest the training module is most beneficial when utilized as an introductory course for those with little to no knowledge of the topic. Information learned in the training module can be translated into all facets of an individual’s personal and professional life.
IMPACT STATEMENT: In conclusion, through educating rehabilitation practitioners about the impacts of microaggression on quality of care, therapists can work to foster healthy relationships and assure the best therapeutic outcomes for their patients.
References
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