ArticleMedEdPORTAL : the journal of teaching and learning resources2022
From Race to Racism: Teaching a Tool to Critically Appraise the Use of Race in Medical Research.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 15 citations in OpenAlex.
- Health and Humanities and Social Sciences Professionals' Perceptions Regarding the Teaching of the Effects of Racism in Medicine: Semistructured Interview Study.JMIR medical education · 2026Article
- Exploring the Complexity of Considering Race in the Practice of Medicine.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Exploring Residents' Beliefs Regarding the Role of Race in Clinical Decision-Making: A Qualitative Study.Journal of graduate medical education · 2025Article
- Addressing a Gap in Health Equity Education: A Qualitative Analysis of a Longitudinal GME Course.Journal of general internal medicine · 2025Article
- Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education.Advances in health sciences education : theory and practice · 2025Article
- A critical qualitative study to understand current black women medical student perspectives on anti-racist reform in US medical education.Medical education online · 2024Article
- Racial biases in clinical practice and medical education: a scoping review.BMC medical education · 2024Article
- Psychological Burden of Systemic Racism-Related Distress in New York City Healthcare Workers During the COVID-19 Pandemic.Journal of general internal medicine · 2024Article
- Reassessing the Use of Race in Clinical Algorithms: An Interactive, Case-Based Session for Medical Students Using eGFR.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Core Competencies of an Anti-racist Physician: Elective Course for Undergraduate Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionDespite the ubiquitous use of race within scientific literature, medical trainees are not taught how to critically appraise the use of racial categories. We developed a tool to appraise the use of race in medical literature and a workshop to teach this approach.
methodsThird-year medical students and second- and third-year residents participated in workshops between 2015 and 2018. We evaluated our UME workshop with a postworkshop survey. We evaluated our GME workshop with a pretest, immediate posttest, and 6-month posttest on self-assessed knowledge, skills, and use of the Critical Appraisal of Race in Medical Literature (CARMeL) tool in subsequent journal clubs.
resultsWe delivered this workshop to 560 students and 82 residents. Of the initial 140-student cohort evaluating the workshop, 99 (71% response rate) highly rated clarity of presentation, quality of teaching, and quality of slides. Of PGY 2 and PGY 3 residents, 67 (82% response rate) rated the workshop greater than 4.5 out of 5 on quality, clarity, and appropriateness of content. Residents had significant improvements in self-assessed knowledge and skills immediately after the session and 6 months later. Of residents, 74% reported using the CARMeL tool in subsequent presentations. DISCUSSION: We designed the CARMeL tool and a workshop to teach it. Trainees rated this workshop as useful, with the majority of residents later applying the tool. Limitations included a lack of objective assessment of knowledge acquisition. We recommend that institutions invest time in faculty development and pair new faculty with those experienced in anti-oppressive facilitation.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.