Evidence map›Paper›PMID 35198729›Full record

ReviewMedEdPORTAL : the journal of teaching and learning resources2022

Presence 5 for Racial Justice Workshop: Fostering Dialogue Across Medical Education to Disrupt Anti-Black Racism in Clinical Encounters.

Megha Shankar, Kelsey Henderson, Raquel Garcia, Gabrielle Li, KeAndrea Titer, Rhonda Graves Acholonu, Utibe R Essien, Cati Brown-Johnson, Joy Cox, Jonathan G Shaw and 4 more

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review 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 19 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
19citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

19 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
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  10. Training Psychology and Psychiatry Diversity Dialogue Facilitators.Journal of clinical psychology in medical settings · 2024
    Article
  11. Article
  12. Core Competencies of an Anti-racist Physician: Elective Course for Undergraduate Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2024
    Article
  13. Article
  14. Building an Infectious Disease Diversity, Equity, and Antiracism (ID2EA) Curriculum: A Single Center's Experience and Reflections.Clinical infectious diseases : an official publication of the Infectious Diseases Society of America · 2023
    Article
  15. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Megha ShankarAdvanced Physician Fellow, Center for Innovation to Implementation, Veterans Affairs Palo Alto Health Care System; Postdoctoral Scholar, Center for Health Policy/Center for Primary Care and Outcomes Research, Stanford University.ORCID 0000-0002-5230-372X
Kelsey HendersonSecond-Year Medical Student, Meharry Medical College.
Raquel GarciaFourth-Year Undergraduate Student, San Jose State University.
Gabrielle LiFourth-Year Undergraduate Student, Stanford University.
KeAndrea TiterAssistant Professor, Department of Medicine and Hospital Medicine, University of Alabama at Birmingham.
Rhonda Graves AcholonuAssociate Professor of Pediatrics, Division of Hospital Medicine, Department of Pediatrics, Children's Hospital at Montefiore/Albert Einstein College of Medicine.
Utibe R EssienAssistant Professor of Medicine, Division of General Internal Medicine, Department of Medicine, University of Pittsburgh; Core Investigator, Center for Health Equity Research and Promotion, Veterans Affairs Pittsburgh Healthcare System.
Cati Brown-JohnsonResearch Scientist, Division of Primary Care and Population Health, Stanford University.
Joy CoxProgram Development Analyst, Office of Primary Care and Community Initiatives, Rutgers New Jersey Medical School; Presence Fellow, Presence Center, Stanford University.
Jonathan G ShawClinical Associate Professor, Division of Primary Care and Population Health, Stanford University.
Marie Christine HaverfieldAssistant Professor, Department of Communication Studies, San Jose State University.
Kenji TaylorStanford Intermountain Fellow and Instructor, Division of Primary Care and Population Health, Stanford University.
Sonoo Thadaney IsraniExecutive Director, Presence Center, Stanford University.
Donna ZulmanAssociate Professor, Division of Primary Care and Population Health, Stanford University; Associate Director, Center for Innovation to Implementation, Veterans Affairs Palo Alto Health Care System.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionAnti-Black racism has strong roots in American health care and medical education. While curricula on social determinants of health are increasingly common in medical training, curricula directly addressing anti-Black racism are limited. Existing frameworks like the Presence 5 framework for humanism in medicine can be adapted to develop a novel workshop that promotes anti-racism communication.

methodsWe performed a literature review of anti-racism collections and categorized anti-racism communication practices using the Presence 5 framework to develop the Presence 5 for Racial Justice Workshop. Implementation included an introductory didactic, a small-group discussion, and a large-group debrief. Participants evaluated the workshop via an online survey, and we analyzed the resulting qualitative feedback.

resultsA total of 17 participants took part in two workshops, with nine of the participants responding to the evaluation survey. Themes that emerged from survey responses included strengths of and improvements for the workshop structure (protected time for anti-racism discussion, dialogue between learners and faculty) and content (specific phrases and language, practicing self-reflection). DISCUSSION: The workshop provides participants with a semistructured discussion around the five anti-racism communication practices. Barriers to implementation include incorporating the workshop into existing curricula and ensuring diverse learners. Barriers to evaluating the workshop include the low survey response rate. Recommendations to improve the workshop include using case-based discussion and varying the workshop structure according to institutional needs. Next steps include an implementation study to evaluate the acceptability, feasibility, and effectiveness of the workshop.

Indexed as

Education, MedicalRacismCurriculumFacultyHumansSocial JusticeUnited StatesAnti-racismDiversityHealth EquityInclusionMedical HumanitiesPhysician-Patient Relations

Identifiers

PMID35198729
PMCPMC8828658

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.