Evidence map›Paper›PMID 40461924›Full record

SynthesisJournal of racial and ethnic health disparities2026

Interventions to Mitigate Implicit Racial Bias in Graduate Medical Education Trainees: A Systematic Review.

Colleen K Gutman, Sarafina Musto, Carma L Bylund, Julian Smith, Maritza Plaza, Meredith Thompson, Sashaun Ranger, Beulah Augustin, Patti McCall-Junkin, Rosemarie Fernandez and 1 more

Abstract readSystematic Review
PubMed Publisher
In one paragraph

Synthesis in Journal of racial and ethnic health disparities, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing 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

1 citing paper in PubMed.

  1. Article
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

11 authors.

Colleen K GutmanDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA. ckays21@ufl.edu.ORCID 0000-0002-6113-5799
Sarafina MustoDepartment of Pediatrics, University of Florida College of Medicine, Gainesville, FL, USA.
Carma L BylundDepartment of Health Outcomes and Bioinformatics, University of Florida College of Medicine, Gainesville, FL, USA.
Julian SmithDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Maritza PlazaDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Meredith ThompsonDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Sashaun RangerDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Beulah AugustinDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Patti McCall-JunkinAcademic Research & Consulting Department, George S. Smathers Libraries, University of Florida, Gainesville, FL, USA.
Rosemarie FernandezDepartment of Emergency Medicine, University of Florida College of Medicine, 1329 SW 13 Th St, Gainesville, FL, 32608, USA.
Lauren HamelDepartment of Oncology, Wayne State University School of Medicine Detroit, Detroit, MI, USA.

Funding

NIMHD NIH HHS 5K23MD018639
6 · The paper itself

Abstract

BACKGROUND/

objectiveImplicit racial bias contributes to racial health inequity. Graduate medical education (GME) trainees may be a key target audience for effectively intervening upon implicit racial bias. We systematically reviewed the literature on interventions seeking to mitigate implicit racial bias in GME trainees.

methodsWe searched PubMed, Embase, and Academic Search Premier for peer-reviewed, English language articles assessing interventions aiming to mitigate implicit racial bias in GME trainees published between January 2003 and August 2024. We extracted details of the study design and training intervention. Each stage of screening and data extraction was conducted by two independent reviewers. We used the Medical Education Research Study Quality Instrument to assess methodological quality and conducted a framework synthesis guided by a transformative learning theory framework for implicit bias instruction and the Kirkpatrick Model of Learning Evaluation.

resultsOf 6455 bibliographic records, 23 were eligible. Interventions most frequently utilized critical reflection (87%, n = 20) and instructional activities (65%, n = 15) as educational strategies. Half included disorienting experiences (43%, n = 10); five (22%) involved skill-acquisition activities. Most (74%) assessed trainee knowledge, attitudes, and skills through self-report (Kirkpatrick Level 2A), with positive outcomes. Three studies measured trainee knowledge and behaviors directly (Kirkpatrick Level 2B) through pre- and post-intervention assessments, two of which demonstrated short-term bias reduction.

conclusionsThere remains a need for rigorous research to design, evaluate, and implement evidence-based interventions that reduce the impact of implicit racial biases on patient-centered health outcomes.

Indexed as

Bias, ImplicitEducation, Medical, GraduateRacismHumans

Identifiers

PMID40461924

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.