Evidence map›Paper›PMID 38510402›Full record

ArticleMedical science educator2024

Using an Adaptive Listening Tour and Survey to Promote Faculty Reflection on Diversity, Equity, and Inclusion (DEI) in the Pre-clinical Undergraduate Medical Curriculum.

Nada Fadul, Ryan Boyland, Kari L Nelson, Teresa L Hartman, Peter Oldenburg, Justin L Mott, Shirley Delair

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
0.5field-weighted citation impact, top 30% of its field
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

0 citing papers in PubMed, 1 citations in OpenAlex.

No citing paper in PubMed yet.

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

7 authors at 1 institution in 1 country.

Nada FadulDepartment of Internal Medicine, University of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0001-5022-9063
Ryan BoylandUniversity of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0002-4769-6426
Kari L NelsonUniversity of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0003-0763-8077
Teresa L HartmanMcGoogan Health Sciences Library, University of Nebraska Medical Center, Omaha, NE USA.ORCID 0000-0003-1621-6167
Peter OldenburgUniversity of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0002-8989-4332
Justin L MottUniversity of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0002-2927-6962
Shirley DelairDepartment of Pediatrics, University of Nebraska Medical Center College of Medicine, Omaha, NE USA.ORCID 0000-0002-5663-3857
Nebraska Medical Center · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Descriptive studies regarding how to integrate diversity, equity, and inclusion (DEI) into medical education are lacking. We utilized the AAMC's Key Steps for Assessing Institutional Culture and Climate framework to evaluate our current curriculum via listening tours ( Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01924-7.

Indexed as

CurriculumDiversity, equity, and inclusionListening tourUndergraduate medical education

Identifiers

PMID38510402
PMCPMC10948660
OpenAlexW4388047289

What OpenQuestion holds

Textmetadata
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.