Exercise #45
Prejudice: An Exercise for Expanding Awareness
Authors: Emilia Burbela, Olha Fedortsiv, Vladimir Dzyvak
60 min
Description
A group experiential exercise in which each participant chooses one identity card (e.g. African, Jewish, Muslim, Greek) and then defends that group as peers take turns making stereotypical remarks. The exercise builds awareness of bias, develops empathy, and practises constructive responses to prejudice in a safe environment.
Methodological Guide
Objectives
1. Recognise and classify explicit and implicit biases in medical practice and the educational environment.
2. Critically evaluate common myths and stereotypes in the medical community and society.
3. Develop experiential empathy — the ability to feel the impact of bias from the inside without threatening personal safety.
4. Practise constructive, non-aggressive responses to prejudice.
5. Build awareness of how language and context shape the perception of bias.
2. Critically evaluate common myths and stereotypes in the medical community and society.
3. Develop experiential empathy — the ability to feel the impact of bias from the inside without threatening personal safety.
4. Practise constructive, non-aggressive responses to prejudice.
5. Build awareness of how language and context shape the perception of bias.
Expected Outcomes
Recognising and mitigating biases: the student will be able to identify at least three potential biases in their own conclusions when reviewing cases and suggest appropriate corrective actions or alternative approaches.
Reflection and action plan: the student will be able to conduct a structured introspective reflection, formulate 1–2 specific actions to improve interpersonal interactions with patients from different cultural or linguistic contexts, and identify criteria for evaluating these changes within a week.
Reflection and action plan: the student will be able to conduct a structured introspective reflection, formulate 1–2 specific actions to improve interpersonal interactions with patients from different cultural or linguistic contexts, and identify criteria for evaluating these changes within a week.
Exercise Procedure
1. Introduction (5 min): The teacher explains the purpose — raising awareness of prejudice through transparent discussions and role-plays, within an ethical framework and a safe environment.
2. Subgroup formation (5 min): The whole group divides into subgroups of 4. Each subgroup receives a set of identity cards.
3. Card selection and role-play (20–25 min): In each small group, one person chooses a card. For three minutes, the remaining members take turns making stereotypical remarks; the cardholder refutes each and defends the group. Repeat for every group member.
4. Focused discussion (10–20 min): Groups discuss results using the reflection questions.
5. Open circle (up to 15 min): Everyone shares one experience or thought (2–3 minutes per participant).
6. Conclusions and practical steps (5 min): Identify specific actions participants are willing to take.
2. Subgroup formation (5 min): The whole group divides into subgroups of 4. Each subgroup receives a set of identity cards.
3. Card selection and role-play (20–25 min): In each small group, one person chooses a card. For three minutes, the remaining members take turns making stereotypical remarks; the cardholder refutes each and defends the group. Repeat for every group member.
4. Focused discussion (10–20 min): Groups discuss results using the reflection questions.
5. Open circle (up to 15 min): Everyone shares one experience or thought (2–3 minutes per participant).
6. Conclusions and practical steps (5 min): Identify specific actions participants are willing to take.
Mode of Implementation
Group activity
Role of the Teacher
The teacher facilitates the exercise through clear instructions and pacing, leads the discussion and provides constructive feedback, ensures inclusivity and adaptation to the context, and summarises learning outcomes and next steps.
Theoretical Basis
This exercise is based on Kolb’s experiential learning theory (concrete experience, reflective observation, conceptualisation, active testing). It also draws on transformative learning, which challenges assumptions and fosters a shift in perspective on bias. Social constructivism underpins the collaborative knowledge-building: students co-construct understanding through dialogue, role-play, and culturally informed scenarios within a community of practice.
Practical Application
Improving patient-centred care: participants gain a deeper understanding of patients’ needs, preferences, and values, leading to more respectful and individualised care plans. Supporting ethical decision-making: the exercise develops the ability to recognise how biases influence clinical judgements and resource allocation. Developing reflective practice and lifelong learning: by examining assumptions and evaluating evidence about common biases, learners build the habit of critically evaluating their beliefs and practices.
Knowledge Transfer
The exercise promotes patient-centred care by increasing awareness of biases and developing empathetic communication. It improves interprofessional collaboration by clarifying roles, overcoming biases, and co-ordinating culturally appropriate care. In medical education, the exercise integrates experiential learning into curricula and develops assessment tools based on real-world scenarios.
Reinforcement & Reflection
I. Self-Reflection Questions (Journal Entries)
- What biases did I notice during this exercise and how might they affect my decisions?
- What three aspects of my patient communication need improvement based on today’s experience?
- What new strategy for interpreting patient requests am I ready to implement next week?
- What ethical principles are most important to me when working with diverse patients?
II. Peer Discussion Prompts
- Share an example of a situation with bias and discuss what alternative approaches could have been more patient-centred.
- How can different professions on a team support or reduce bias in patient care?
- Discuss a case where language was a barrier. Which communication strategies were effective?
III. Activity to consolidate learning
Prejudice map: list your potential biases towards certain patient groups and mark specific actions that will help reduce their impact.
- What biases did I notice during this exercise and how might they affect my decisions?
- What three aspects of my patient communication need improvement based on today’s experience?
- What new strategy for interpreting patient requests am I ready to implement next week?
- What ethical principles are most important to me when working with diverse patients?
II. Peer Discussion Prompts
- Share an example of a situation with bias and discuss what alternative approaches could have been more patient-centred.
- How can different professions on a team support or reduce bias in patient care?
- Discuss a case where language was a barrier. Which communication strategies were effective?
III. Activity to consolidate learning
Prejudice map: list your potential biases towards certain patient groups and mark specific actions that will help reduce their impact.
Required Resources
Set of identity cards (digital or printed)
Assessment / Evaluation
Teacher’s choice: self-assessment (reflective journal questions, short written feedback), peer assessment (group discussion, peer feedback), or teacher observation (quality of participation, depth of reflection, engagement in discussion).
Practical Tips
Provide a safe space: clearly outline rules of respect, active listening, and non-violent communication. Leave space for diverse voices: ask those who are usually silent if they are willing to share. Take notes and summarise: help participants see patterns and conclusions, not just isolated statements. Implement action steps: at the end of each block, ask what specific actions participants are willing to take.
Discussion Topics
Prejudice in Medical Practice and Education
The Impact of Stereotypes in the Medical Community and Society
The Impact of Stereotypes in the Medical Community and Society
Further Resources
Bernard, Claudia. (2021). Intersectionality for Social Workers: A Practical Introduction to Theory and Practice. 10.4324/9780429467288.
Leifsson, Ágúst & Sigurjónsdóttir, Hanna & Rice, James. (2024). Independent But Alone? A Story of Discrimination and Ableism within the Icelandic Child Protection System. Scandinavian Journal of Disability Research. 26. 337–348.
Gonzalez, Angel. (2024). “Whenever I See Those Little Rainbow Stickers, I Know That There Is a Place You Can Go”: Visibility and Sense of Belonging for Queer and/or Trans Community College Students. Journal of Diversity in Higher Education. 18. S433–S446.
Leifsson, Ágúst & Sigurjónsdóttir, Hanna & Rice, James. (2024). Independent But Alone? A Story of Discrimination and Ableism within the Icelandic Child Protection System. Scandinavian Journal of Disability Research. 26. 337–348.
Gonzalez, Angel. (2024). “Whenever I See Those Little Rainbow Stickers, I Know That There Is a Place You Can Go”: Visibility and Sense of Belonging for Queer and/or Trans Community College Students. Journal of Diversity in Higher Education. 18. S433–S446.