Fig. 1
Summary of the phases of the meta-narrative review
Table 1
Studies which used the Implicit Association Test as a metric of bias
|
Author/Year |
Type of bias |
Participant demographic |
Educational activity | |
|---|---|---|---|---|
|
Bak er, 2017 [36] |
Weight |
Medical students |
Medical curriculum |
a |
|
Barney, 2017 [37] |
Mental illness |
Undergraduate |
Service-learning | |
|
Blincoe, 2009 [38] |
Race |
Undergraduate |
Cooperative learning | |
|
Calabrese, 2018 [39] |
HIV/LGBT |
Medical students |
Case vignette | |
|
Castillo, 2007 [40] |
Race |
Graduate students |
Cultural competency training | |
|
Dobbie, 2015 [41] |
Race |
Teacher trainees |
Service learning | |
|
Galli, 2015 [42] |
Disability |
Public |
Social contact | |
|
Gonzalez, 2014 [7] |
Race |
Medical students |
Health disparities session |
b |
|
Gutierrez, 2014 [43] |
Race |
Graduate students |
Videogame | |
|
Kallman, 2017 [44] |
Disability |
Undergraduate |
Video | |
|
Kashihara, 2015 [45] |
Mental illness |
Undergraduate |
Readings |
c |
|
Kogan, 2018 [46] |
Age |
Undergraduate |
Service learning | |
|
Lincoln, 2008 [47] |
Mental illness |
Undergraduate and medical students |
Brochure and video | |
|
Malinen, 2007 [48] |
Gender |
Undergraduate |
Multimodal curriculum | |
|
Meadows, 2017 [49] |
Weight |
Medical students |
Social contact and empathy training | |
|
Merz, 2018 [50] |
Age |
Undergraduate |
Course on aging | |
|
Omori, 2012 [51] |
Mental illness |
Medical residents |
Social contact | |
|
Penner, 2013 [52] |
Race |
Family medicine residents |
Group intervention | |
|
Steed, 2010 [53] |
Race |
Occupational therapists |
Cultural competency workshop | |
|
Swift, 2013 [54] |
Race |
Dieticians and medical students |
Video | |
|
Teachman, 2003 [55] |
Weight |
Undergraduate |
Reading | |
|
Wang, 2016 [56] |
Mental illness |
Undergraduate and medical students |
Social contact | |
|
Whitford, 2018 [57] |
Race |
Pre-service teacher trainees |
Empathy training | |
|
Zvonkovic, 2015 [58] |
Mental illness |
Undergraduate |
Informative facts |
aUsed implicit relational assessment procedure not IAT
bThese authors used the IAT both as a measure, and an elicitation tool
cUsed brief version of the IAT
Table 2
Studies which used the Implicit Association Test to elicit reflection and discussion
|
Author/Year |
Type of bias |
Participant demographic |
Educational activity | |
|---|---|---|---|---|
|
Adam s, 2008 [59] |
Race |
Undergraduate |
Tutorial | |
|
Adams, 2014 [60] |
Race |
Undergraduate |
Teaching module | |
|
Casad, 2012 [61] |
Several b |
Undergraduate |
Essay |
a |
|
Gonzalez, 2014 [7] |
Race |
Medical students |
Health disparities session |
b |
|
Gonzalez, 2015 [21] |
Race |
Medical students |
Health disparities elective | |
|
Hernandez, 2013 [62] |
Race |
Medical students |
Group learning | |
|
Hillard, 2013 [63] |
Race |
Undergraduate |
Reading material and essay | |
|
Jarris, 2012 [64] |
Race |
Medical students |
Lectures and e‑learning | |
|
Marion, 2018 [65] |
Age |
Medical students |
Multimodal curriculum | |
|
Morris, 2000 [66] |
Race |
Undergraduate |
Research assignment | |
|
Nadan, 2017 [67] |
Race |
Social work students |
Reflective essay | |
|
Siegelman, 2016 [68] |
Race |
Emergency medicine residents |
Didactic lecture | |
|
Teal, 2010 [8] |
Race |
Medical students |
Group discussion | |
|
VanRyn, 2015 [69] |
Race |
Medical students |
Medical curriculum | |
|
Vondras, 2004 [70] |
Age |
Undergraduate |
E‑learning |
aParticipants chose any IAT version though 69% took race
bThese authors used the IAT both as a measure, and an elicitation tool