Evidence map›Paper›PMID 37363675›Full record

ArticleJournal of graduate medical education2023

An Anti-Racism and Equity Initiative Improves Residency Educational Conferences.

Aisha K James, Madeleine I Matthiesen, Rashmi Jasrasaria, Amanda R Jowell, Michael S Kelly, Darshali A Vyas, Jessica A Zeidman, Sherri-Ann M Burnett-Bowie

Abstract read
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In one paragraph

Article in Journal of graduate medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing 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

4 citing papers in PubMed.

  1. Article
  2. 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

8 authors.

Aisha K Jamesis a Primary Care Physician, Director for Racial Justice in Medicine, Department of Medicine, and Associate Director, Diversity, Equity, and Inclusion Committee, Department of Pediatrics, Massachusetts General Hospital (MGH) and Massachusetts General Hospital for Children (MGfC), and Instructor in Medicine, Harvard Medical School (HMS).
Madeleine I Matthiesenis a Hospitalist and Associate Program Director, Internal Medicine and Pediatrics Residency Program, MGH and MGfC, and Instructor in Medicine, HMS.ORCID https://orcid.org/0000-0003-3658-1823
Rashmi Jasrasariais a Primary Care Physician and Associate Director, Center for Immigrant Health, MGH, and Instructor in Medicine, HMS.ORCID https://orcid.org/0000-0002-6092-6222
Amanda R Jowellis a Fourth-Year Medical Student, HMS.ORCID https://orcid.org/0000-0001-9030-0979
Michael S Kellyis a PGY-5 Resident, MGH and MGfC.ORCID https://orcid.org/0000-0002-7898-448X
Darshali A Vyasis a PGY-4 Pulmonary and Critical Care Fellow, MGH.ORCID https://orcid.org/0000-0002-3709-8078
Jessica A Zeidmanis a Primary Care Physician and Primary Care Program Director, Department of Medicine, MGH, and Instructor in Medicine, HMS.ORCID https://orcid.org/0000-0002-1119-8775
Sherri-Ann M Burnett-Bowieis an Endocrinologist, Associate Director, Massachusetts General Center for Diversity and Inclusion, and Chair, Diversity and Inclusion Board, Department of Medicine, MGH, and Assistant Professor, HMS.ORCID https://orcid.org/0000-0002-0064-096X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Graduate medical education curricula may reinforce systemic inequities and bias, thus contributing to health disparities. Curricular interventions and evaluation measures are needed to increase trainee awareness of bias and known inequities in health care. Objective: This study sought to improve the content of core noontime internal medicine residency educational conferences by implementing the Department of Medicine Anti-Racism and Equity (DARE) educational initiative. Methods: DARE best practices were developed from available anti-racism and equity educational materials. Volunteer trainees and faculty in the department of medicine of a large urban academic medical center were recruited and underwent an hourlong training to utilize DARE best practices to coach faculty on improving the anti-racist and equity content of educational conferences. DARE coaches then met with faculty to review the planned 2021-2022 academic year (AY) lectures and facilitate alignment with DARE best practices. A rubric was created from DARE practices and utilized to compare pre-intervention (AY21) and post-intervention (AY22) conferences. Results: Using the DARE best practices while coaching increased the anti-racism and equity content from AY21 to AY22 (total rubric score mean [SD] 0.16 [1.19] to 1.38 [1.39]; Conclusions: Training coaches to implement DARE best practices improved the anti-racism and equity content of existing noontime internal medicine residency educational conferences.

Indexed as

Internship and ResidencyRacismAntiracismCurriculumEducation, Medical, GraduateHumans

Identifiers

PMID37363675
PMCPMC10286935

What OpenQuestion holds

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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.