Skip to content

Addressing Faculty Needs as Both Learners and Teachers of Implicit Bias Recognition and Management


Cristina M. Gonzalez, MD, MEd

Sponsored by the Alden Memorial Lecture Cristina M. Gonzalez, M.D., M.Ed., an alumna of Albert Einstein College of Medicine, completed her internal medicine residency at New York Presbyterian Hospital- Weill Cornell Medical Center, and her medical education research fellowship at University of Cincinnati, earning a Master's Degree in Medical Education. Upon completion of that fellowship she was selected as a Scholar in the Harold Amos Medical Faculty Development Program of the Robert Wood Johnson Foundation. This prestigious four-year award launched her research program designing, implementing, and evaluating interventions aimed at implicit bias recognition and management in clinical encounters. She was subsequently selected as a Scholar in the Macy Faculty Scholars Program of the Josiah Macy, Jr. Foundation to continue advancing her work. Dr. Gonzalez is an internationally renowned expert in the development of skills-based curricular interventions in implicit bias recognition and management (IBRM) for physicians across the continuum of training and practice. In 2019 she transitioned from foundation funding and was awarded NIH funding from the National Institute for Minority Health and Health Disparities. This grant provides five years of funding to design and validate novel metrics facilitating future evaluation of interventions focused on IBRM with robust, clinically relevant outcome metrics. In 2022 she was selected as a Scholar in the National Academy of Medicine's Scholars in Diagnostic Excellence program. This funding mechanism will enable her to continue her work in IBRM through the lens of equity in diagnosis. That same year she joined the faculty at New York University Grossman School of Medicine as a Professor of Medicine and Population Health and an Associate Director for the Institute for Excellence in Health Equity. Link to join:


Health/Wellness, Lecture/Talk, Research