ReviewHealth & justice2026
A scoping review of medical education and care of patients with criminal-legal system involvement.
Review in Health & justice, 2026. 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
backgroundCaring for over 5 million people in the United States with criminal-legal system involvement (CLSI) poses unique ethical and medical considerations for physicians. Despite the rise of academic medical center partnerships with correctional facilities, no framework to teach learners to navigate the care of patients with CLSI exists. The current literature lacks a clear picture of the motivations, formats, and quality of educational interventions for medical learners providing care to patients with CLSI. This scoping review examines educational interventions and commentaries on caring for patients with CLSI in medical trainees.
methodsUsing the Arksey and O’Malley framework methodology, the authors searched PubMed, Embase, MedEdPORTAL, and Web of Science to identify English-language peer-reviewed studies. Articles were included if they (1) included medical trainees, (2) involved patients with CLSI and (3) had an educational component. Data extracted included the study type, motivations, and relevant stakeholders. For educational intervention studies, the authors also extracted the learner characteristics, format and content, assessment tools, and study quality.
resultsEquity and public health were the most common motivations for CLSI educational interventions. Most published educational interventions were academic health center-correctional facility partnerships featuring clinical rotations among medical schools and residency programs. The most common residency specialties were psychiatry, family medicine, and internal medicine. However, most published CLSI educational interventions relied on exposure to patients with CLSI and lacked explicit curricula or rigorous learner assessments.
conclusionOur findings demonstrate a perceived need for training regarding the care of patients with CLSI. However, current published educational interventions rely on clinical exposure to patients with CLSI and lack an explicit curriculum and rigorous learner assessments. Development of core competencies utilizing the frameworks of structural competency and prison abolition theory may help inform future educational interventions regarding the care of patients with CLSI.
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.