American Research Journal of Humanities and Social Sciences

Developing skills as an antiracist clinician, educator, or advocate begins with sustained, honest self-examination of one's own biases and social positioning. This report presents a short, highly participatory curricular workshop designed to help learners recognize how power differentials and identity-based hierarchies shape communication within academic medicine and clinical care environments. Session content traced the origins and ongoing consequences of microaggressions in health care settings and introduced concrete response strategies that participants could apply in the moment. Rather than relying on abstract theory alone, facilitators grounded discussion in realistic case scenarios and used live polling technology to actively engage attendees in practicing micro intervention techniques. Drawing on established frameworks, the workshop presented micro intervention as a four-part response: exposing hidden bias, minimizing its harm, prompting reflection in the person responsible, and offering reassurance and support to those affected. Institutions seeking to build more inclusive, dialogue-driven environments may adapt this workshop format as a template for faculty development programming and to cultivate shared responsibility for equitable practice.

Keywords: Microaggressions; Microintervention; Interprofessional Education; Antiracism In Medicine; Health Equity Training; Bystander Intervention; Medical Education Curriculum.