From Race to Racism: Teaching a Tool to Critically Appraise the Use of Race in Medical Research

• Type of Material: Article
• Authors: Amy Garvey, Emory University; Giselle Lynch, Icahn School of Medicine at Mount Sinai; Mayce Mansour, Icahn School of Medicine at Mount Sinai; Andrew Coyle, University of Wisconsin; Sabrina Gard, Icahn School of Medicine at Mount Sinai; Joseph Truglio, Icahn School of Medicine at Mount Sinai
• Language: English
• Date: 2022-01-24
• Publisher: AAMC
• Publication Version: Final Published Version
• Copyright Statement: © 2022 Garvey et al.
• License: Creative Commons Attribution 4.0 International
• Final Published Version (URL): http://dx.doi.org/10.15766/mep_2374-8265.11210
• Title of Journal or Parent Work: MedEdPORTAL
• Volume: 18
• Grant/Funding Information: None to report.
• Keywords: Racism; Inclusion; Heath Equity; Diversity; Anti-Racism; Evidence-Based Medicine
• Research Categories: Health Sciences, Radiology; Health Sciences, Medicine and Surgery

Abstract

Introduction 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. Methods 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. Results 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. Discussion 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.