Third-Year Resident, Department of Radiology and Imaging Sciences, Emory University School of Medicine.
Third-Year Resident, Department of Ophthalmology, Icahn School of Medicine at Mount Sinai.
MedEdPORTAL. 2022 Jan 24;18:11210. doi: 10.15766/mep_2374-8265.11210. eCollection 2022.
Despite the ubiquitous use of race within scientific literature, medical trainees are not taught how to critically appraise the use of racial categories. We developed a tool to appraise the use of race in medical literature and a workshop to teach this approach.
Third-year medical students and second- and third-year residents participated in workshops between 2015 and 2018. We evaluated our UME workshop with a postworkshop survey. We evaluated our GME workshop with a pretest, immediate posttest, and 6-month posttest on self-assessed knowledge, skills, and use of the Critical Appraisal of Race in Medical Literature (CARMeL) tool in subsequent journal clubs.
We delivered this workshop to 560 students and 82 residents. Of the initial 140-student cohort evaluating the workshop, 99 (71% response rate) highly rated clarity of presentation, quality of teaching, and quality of slides. Of PGY 2 and PGY 3 residents, 67 (82% response rate) rated the workshop greater than 4.5 out of 5 on quality, clarity, and appropriateness of content. Residents had significant improvements in self-assessed knowledge and skills immediately after the session and 6 months later. Of residents, 74% reported using the CARMeL tool in subsequent presentations.
We designed the CARMeL tool and a workshop to teach it. Trainees rated this workshop as useful, with the majority of residents later applying the tool. Limitations included a lack of objective assessment of knowledge acquisition. We recommend that institutions invest time in faculty development and pair new faculty with those experienced in anti-oppressive facilitation.
尽管种族在科学文献中被广泛使用，但医学实习生并未接受如何批判性地评估种族类别的使用方法的教育。我们开发了一种工具来评估医学文献中种族的使用，并开设了一个讲习班来教授这种方法。
三年级医学生和二、三年级住院医师参加了 2015 年至 2018 年期间的讲习班。我们通过课后调查评估了我们的 UME 讲习班。我们通过预测试、即时后测试以及 6 个月后的后续期刊俱乐部中自我评估知识、技能和使用《医学文献中种族的批判性评估》（CARMeL）工具的情况评估了我们的 GME 讲习班。
我们向 560 名学生和 82 名住院医师提供了这个讲习班。在最初的 140 名学生评估了该讲习班，其中 99 名（71%的回复率）高度评价了演示文稿的清晰度、教学质量和幻灯片质量。在 PGY2 和 PGY3 住院医师中，67 名（82%的回复率）对质量、清晰度和内容的适当性给予了 4.5 分以上的评价。住院医师在会议结束后立即和 6 个月后自我评估的知识和技能都有显著提高。在住院医师中，74%的人报告在随后的演示中使用了 CARMeL 工具。
我们设计了 CARMeL 工具和一个讲习班来教授它。学员们认为这个讲习班很有用，大多数住院医师后来都使用了该工具。但也存在一些局限性，包括缺乏对知识获取的客观评估。我们建议各机构投入时间进行师资发展，并让新教员与有经验的反压迫促进者配对。
