Acad Med. 2023 Dec 1;98(12):1406-1412. doi: 10.1097/ACM.0000000000005303. Epub 2023 Jun 20.
Journals have begun to expand the racial diversity of editors as a first step to countering institutional racism. Given the power editors hold as gatekeepers, a diverse team helps ensure that minoritized scholars have equal opportunity to contribute. In 2021, Teaching and Learning in Medicine ( TLM ) created an editorial internship for racially minoritized individuals. This study examines the first 6 months of this program to better understand its creation and initial successes.
The authors employed critical collaborative autoethnography, a qualitative methodology, focusing on the underlying assumptions around power and hierarchy that are implicit in the design and implementation of the TLM internship. Participants included 13 TLM editorial board members (10 internship selection committee members, 3 mentors, 2 independent researchers), 3 external selection committee members, and 3 interns, with some holding multiple roles. Ten participants served as authors of this report. Data included archival emails, planning documents, and focus groups. The initial analysis explored what happened and how and was followed by a thematic analysis in which participants reflected on their responsibility for implementing an antiracist program.
While the program developed interns' editorial skills, which they greatly valued, and diversified the TLM editorial board, it did not achieve the goal of fostering antiracism. Mentors focused on conducting joint peer reviews with interns, assuming that racial experiences can and should be separate from the editorial process, thus working within, rather than trying to change, the existing racist system.
Given these findings, greater structural change is needed to disrupt the existing racist system. These experiences underscore the importance of recognizing the harmful impact a race-neutral lens can have on antiracist efforts. Moving forward, TLM will implement lessons learned ahead of offering the internship again with the goal of creating the transformative change intended with the creation of the program.
期刊已开始扩大编辑的种族多样性，作为反对制度种族主义的第一步。鉴于编辑作为把关人的权力，一个多元化的团队有助于确保少数族裔学者有平等的机会做出贡献。2021 年，《教学与学习医学》（TLM）为少数族裔个人创建了一个编辑实习计划。本研究考察了该计划的头 6 个月，以更好地了解其创建和初步成功。
作者采用了关键协作自传体民族志，这是一种定性方法，侧重于 TLM 实习设计和实施中隐含的权力和等级制度的基本假设。参与者包括 13 名 TLM 编辑委员会成员（10 名实习选拔委员会成员、3 名导师、2 名独立研究人员）、3 名外部选拔委员会成员和 3 名实习生，其中一些人担任多个角色。10 名参与者担任本报告的作者。数据包括档案电子邮件、计划文件和焦点小组。初步分析探讨了发生的事情以及如何发生的，随后进行了主题分析，参与者反思了他们实施反种族主义计划的责任。
虽然该计划培养了实习生的编辑技能，他们非常重视，并且使 TLM 编辑委员会多样化，但它并没有实现培养反种族主义的目标。导师专注于与实习生进行联合同行评审，假设种族经验可以而且应该与编辑过程分开，因此在现有种族主义系统内工作，而不是试图改变它。
鉴于这些发现，需要进行更大的结构性变革，以打破现有的种族主义系统。这些经验强调了认识到无种族视角可能对反种族主义努力产生的有害影响的重要性。展望未来，TLM 将在再次提供实习之前实施所吸取的经验教训，目标是实现创建该计划的变革性变革。
