ArticleJournal of medical education and curricular development
Qualitative Analysis of Contextual Factors Shaping Antiracism Discussions in the Medical School Learning Community: An Activity Theory Analysis.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Traditional discussions of race-related health inequities in medical education often focus on the racialized individual, neglecting the role of systemic racism and other oppressive structures that drive resource inequities. Structural competency equips healthcare providers and trainees to critically analyze how structural racism creates health disparities. Method: This study used focus groups with medical students (n = 56) and key informant interviews with faculty (n = 9) at a single academic medical center to explore experiences and perceptions of discussions about structural competency and the health effects of structural racism in small group learning communities. Activity Theory served as the analytical framework to understand environmental factors shaping these discussions, highlighting primary and secondary contradictions within the model activity system. Results: The analysis revealed several tensions within the activity system that impacted discussions about race, structural racism, and inequities including, (1) questions of whether structural competency should be an explicit medical school outcome, (2) persistent biases in the curriculum, (3) faculty discomfort and limited expertise in leading discussions, (4) questions about who bears responsibility for facilitating these conversations, and (5) implicit and explicit rules shaping which types of knowledge are prioritized. Conclusions: These findings inform the development of educational tools and faculty support strategies to enhance teaching and learning around structural competency in medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.