Evidence map›Paper›PMID 40050016›Full record

ArticleMedical education online2025

Multi-institutional exploration of pediatric residents' perspectives on anti-racism curricula: a qualitative study.

Jessica Martin, Rebecca Johnson, Lahia Yemane, Ndidi Unaka, Chineze Ebo, Jessica Hippolyte, Margaret Jones, Monique Quinn, Aisha Barber, Baraka Floyd and 2 more

Abstract readMulticenter Study
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

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.

2 · The registry

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3 · Its place in the literature

Who cites it

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No citing paper in PubMed yet.

4 · The record

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5 · Who and what money

Authors and funding

12 authors.

Jessica MartinDivision of General Pediatrics, Boston Children's Hospital, Boston, MA, USA.
Rebecca JohnsonStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Lahia YemaneStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Ndidi UnakaStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Chineze EboDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Jessica HippolyteDepartment of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Margaret JonesDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Monique QuinnDepartment of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Aisha BarberDepartment of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Baraka FloydStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Rebecca BlankenburgStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Sarah L HilgenbergStanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundAnti-racism curricula are increasingly being recognized as an integral component of medical education. To our knowledge, there has not yet been a publication exploring resident perspectives from multiple institutions and explicitly representing both underrepresented in medicine (UIM) and non-UIM perspectives.

objectiveTo explore and compare UIM and non-UIM pediatric residents' perspectives on the content and qualities of meaningful anti-racism curricula.

methodsWe performed an IRB-approved multi-institutional, qualitative study that incorporated Sotto-Santiago et al's conceptual framework for anti-racism education. Between February and May 2021, we conducted focus groups of UIM and non-UIM pediatric residents at three large residency programs in the United States. We developed focus group guides using literature review, expert consensus, feedback from study team racial equity experts, and piloting. Focus groups were conducted virtually, audio-recorded, and transcribed verbatim. We employed thematic analysis to code transcripts, create categories, and develop themes until we reached thematic sufficiency. We completed member checking to ensure trustworthiness of themes.

resultsForty residents participated (19 UIM and 21 non-UIM) in a total of six focus groups. We identified 7 themes, summarized as: 1) racism in medicine is pervasive, therefore (2) anti-racism education is critical to the development of competent physicians, and 3) education should extend to all healthcare providers. 4) Residents desired education focused on action-oriented strategies to advance anti-racism, 5) taught by those with both learned and lived experiences with racism, 6) in a psychologically safe space for UIM residents, and 7) with adequate time and financial resources for successful implementation and engagement.

conclusionOur multi-institutional study affirms the need for pediatric resident anti-racism education, promotes co-creation as a method to affect culture change, and provides practical strategies for curricular design and implementation.

Indexed as

Attitude of Health PersonnelCurriculumInternship and ResidencyPediatricsRacismAdultAntiracismFemaleFocus GroupsHumansMaleQualitative ResearchUnited StatesAnti-racismcurriculumgraduate medical educationpediatric residentqualitative

Identifiers

PMID40050016
PMCPMC11892060

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