Double jeopardy: black and female in medicine

Morrison, Nariell; Chimkupete, Prisca

doi:10.1111/tct.13247

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…Due to the relatively small sample sizes of some groups, it was not possible to explore ‘intersectional’ DA for, for example, candidates who were non-white and female. 38 Due to the nature of the available data on SES, we were not able to include SES as a covariate in the present study. All candidate demographics were self-reported, and so, some information could theoretically be inaccurate.…”

Section: Discussionmentioning

confidence: 99%

Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools

et al. 2021

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ObjectiveTo measure Differential Attainment (DA) among Scottish medical students and to explore whether attainment gaps increase or decrease during medical school.DesignA retrospective analysis of undergraduate medical student performance on written assessment, measured at the start and end of medical school.SettingFour Scottish medical schools (universities of Aberdeen, Dundee, Edinburgh and Glasgow).Participants1512 medical students who attempted (but did not necessarily pass) final written assessment.Main outcome measuresThe study modelled the change in attainment gap during medical school for four student demographical categories (white/non-white, international/Scottish domiciled, male/female and with/without a known disability) to test whether the attainment gap grew, shrank or remained stable during medical school. Separately, the study modelled the expected versus actual frequency of different demographical groups in the top and bottom decile of the cohort.ResultsThe attainment gap grew significantly for white versus non-white students (t(449.39)=7.37, p=0.001, d=0.49 and 95% CI 0.34 to 0.58), for internationally domiciled versus Scottish-domiciled students (t(205.8) = −7, p=0.01, d=0.61 and 95% CI –0.75 to −0.42) and for male versus female students (t(1336.68)=3.54, p=0.01, d=0.19 and 95% CI 0.08 to 0.27). International, non-white and male students received higher marks than their comparison group at the start of medical school but lower marks by final assessment. No significant differences were observed for disability status. Students with a known disability, Scottish students and non-white students were over-represented in the bottom decile and under-represented in the top decile.ConclusionsThe tendency for attainment gaps to grow during undergraduate medical education suggests that educational factors at medical schools may—however inadvertently—contribute to DA. It is of critical importance that medical schools investigate attainment gaps within their cohorts and explore potential underlying causes.

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Section: Discussionmentioning

confidence: 99%

Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools

et al. 2021

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“…With regards to gaining a more nuanced understanding of the methods used to explore experiences of racial and ethnic minority group healthcare students compared with their white counterparts, common methods have included in-depth interviews [ 6 ] and focus groups [ 2 , 5 ], however, empirical evidence is sparse. Relevant experiences have been described in non-empirical articles including commentaries [ 37 , 38 ] and student perspective articles [ 21 ].…”

Section: Trends In Implicit Racial Bias Research In Healthcare Educationmentioning

confidence: 99%

“…The exact nature of implicit racial bias between peers in healthcare education settings is fragmented and unclear due to difficulties in differentiating unconscious habitual responses from subtle discrimination and modern forms of racism [ 49 ]. However, it can be inferred from the wider literature that implicit racial biases exist within these environments and could be present in interpersonal communication between peers [ 4 , 47 , 50 ]; also see commentaries, [ 37 , 38 ].…”

Section: Sources Of Implicit Racial Biasmentioning

confidence: 99%

Understanding Healthcare Students’ Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings

Joseph

Flint

Raymond-Williams

et al. 2021

IJERPH

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Implicit racial bias is a persistent and pervasive challenge within healthcare education and training settings. A recent systematic review reported that 84% of included studies (31 out of 37) showed evidence of slight to strong pro-white or light skin tone bias amongst healthcare students and professionals. However, there remains a need to improve understanding about its impact on healthcare students and how they can be better supported. This narrative review provides an overview of current evidence regarding the role of implicit racial bias within healthcare education, considering trends, factors that contribute to bias, and possible interventions. Current evidence suggests that biases held by students remain consistent and may increase during healthcare education. Sources that contribute to the formation and maintenance of implicit racial bias include peers, educators, the curriculum, and placements within healthcare settings. Experiences of implicit racial bias can lead to psychosomatic symptoms, high attrition rates, and reduced diversity within the healthcare workforce. Interventions to address implicit racial bias include an organizational commitment to reducing bias in hiring, retention, and promotion processes, and by addressing misrepresentation of race in the curriculum. We conclude that future research should identify, discuss, and critically reflect on how implicit racial biases are enacted and sustained through the hidden curriculum and can have detrimental consequences for racial and ethnic minority healthcare students.

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We read with interest Morrison & Chimkupete's article on the challenges they have faced as Black female medical professionals. 1

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mentioning

confidence: 99%

“…It is disappointing that research still sees Black and other students "treated as part of the homogeneous group" BAME. 1 We believe it is exactly this lack of delineation that hinders real change for Black medical students being implemented.…”

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confidence: 99%