Evidence map›Paper›PMID 35463173›Full record

ArticleJournal of graduate medical education2022

Diversity, Equity, and Inclusion Milestones: Creation of a Tool to Evaluate Graduate Medical Education Programs.

Paul A Ravenna, Santina Wheat, Fadya El Rayess, Leon McCrea, A Ildiko Martonffy, Cara Marshall, Suki Tepperberg, Rachel S C Friedman, Wendy B Barr

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of graduate medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–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

11 citing papers in PubMed.

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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

9 authors.

Paul A Ravennais Assistant Professor, Department of Family and Community Medicine, Northwestern Feinberg School of Medicine, and Associate Program Director, Northwestern McGaw Family Medicine Residency Program at Lake Forest.ORCID https://orcid.org/0000-0003-4522-9178
Santina Wheatis Associate Professor, Department of Family and Community Medicine, Northwestern Feinberg School of Medicine, and Program Director, McGaw Northwestern Family Medicine Program at Humboldt Park.
Fadya El Rayessis Associate Professor, Department of Family Medicine, Alpert Medical School of Brown University, and Program Director, Brown Family Medicine Residency.
Leon McCreais Senior Associate Dean, Office of Diversity, Equity, and Inclusion, Associate Professor, Department of Family, Community, and Preventive Medicine, Drexel University College of Medicine, and Program Director, Tower Health/Drexel University College of Medicine Family Medicine Residency.
A Ildiko Martonffyis Associate Professor, Department of Family Medicine and Community Health, University of Wisconsin, and Program Director, University of Wisconsin-Madison Family Medicine Residency.
Cara Marshallis Assistant Professor, Departments of Family Medicine and Community Health, University of Massachusetts, and Associate Program Director, Lawrence Family Medicine Residency.
Suki Tepperbergis Assistant Professor, Department of Family Medicine, Boston University School of Medicine, and Associate Program Director, Boston University Family Medicine Residency.
Rachel S C Friedmanis Associate Program Director, Kaiser Permanente Santa Rosa Family Medicine Residency.
Wendy B Barris Associate Professor, Department of Family Medicine, and Program Director, Lawrence Family Medicine Residency.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: As the Accreditation Council for Graduate Medical Education (ACGME) began to ask programs to report their efforts surrounding diversity, equity, and inclusion (DEI), program directors felt ill prepared to evaluate their programs and measure change. Objective: To develop a tool that would allow graduate medical education (GME) programs to evaluate the current state of DEI within their residencies, identify areas of need, and track progress; to evaluate feasibility of using this assessment method within family medicine training programs; and to analyze and report pilot data from implementation of these milestones within family medicine residency programs. Methods: The Association of Family Medicine Residency Directors (AFMRD) Diversity and Health Equity (DHE) Task Force developed a tool for program DEI evaluation modeled after the ACGME Milestones. These milestones focus on DEI assessment in 5 key domains: Institution, Curriculum, Evaluation, Resident Personnel, and Faculty Personnel. After finalizing a draft, a pilot implementation of the milestones was conducted by a convenience sample of 10 AFMRD DHE Task Force members for their own programs. Results: Scores varied widely across surveyed programs for all milestones. Highest average scores were seen for the Curriculum milestone (2.65) and the lowest for the Faculty Personnel milestone (2.0). Milestone assessments were completed within 10 to 40 minutes using various methods. Conclusions: The AFMRD DEI Milestones were developed for program assessment, goal setting, and tracking of progress related to DEI within residency programs. The pilot implementation showed these milestones were easily used by family medicine faculty members in diverse settings.

Indexed as

Internship and ResidencyAccreditationClinical CompetenceCurriculumEducation, Medical, GraduateFaculty, MedicalHumans

Identifiers

PMID35463173
PMCPMC9017255

What OpenQuestion holds

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Registered trials

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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.