Journal Notes: A Call for Diversity, Equity, and Inclusion Submissions Inspires a Growing Collection of Work at JGME

March 14, 2022

Since fall 2020, the Journal of Graduate Medical Education (JGME) has posted an ongoing call for manuscript submissions on diversity, equity, inclusion, and justice, and the response has already generated the beginnings of a collection that continues to grow. Since February 2021, JGME has featured these articles in a special section each issue.

As more than one of our authors have noted, fostering diversity in one’s program and institution requires sustained action, resources, and concrete metrics to measure success. These efforts, while showing progress in many places, inevitably encounter challenges and barriers, often the result of historic and systemic bias, as well as unconscious personal bias. The articles featured in this section explore in-depth how residents, fellows, faculty members, and programs experience these challenges, as well as how they are working to move things forward on the ground in practical ways.

This brief chronological overview from 2021 provides a sample of some of JGME’s most popular diversity, equity, and inclusion (DEI) articles, using Google Analytics and Altmetric to determine which articles were the most read and which were most popular on Twitter. Remember that all JGME content is now open access.

Podcasting: A Medium for Amplifying Racial Justice Discourse, Reflection, and Representation Within Graduate Medical Education
Salmaan Kamal, MD, Shreya P. Trivedi, MD, Utibe R. Essien, MD, MPH, Saman Nematollahi, MD
February 2021

Podcasts have a unique ability to combat racism by sharing perspectives that some residents and fellows may not otherwise hear at their home institutions. Recently, several medical education podcasts have begun to feature content about structural racism, encouraging clinicians to reflect on their experiences and take action. This article looks at ways in which podcasting can raise awareness of racial justice and call physicians to action.

Why We Can’t Wait
Jasmine Solola, MA, Alisa McQueen, MD, Rochelle Naylor, MD, Victoria Okuneye, PhD, Monica Vela, MD
February 2021

“I am a Black student taking the USMLE Step 1 exam on Thursday, June 11. I have not had time to grieve, I have not had time to feel, and I have not had time to hurt—because in order for me to pass this exam I am required to be hyper focused and undistracted. A luxury, that I do not have.” So ran a letter in late spring 2020 by medical student Jasmine Solola in the wake of the civil protests following the murder of George Floyd. This article by Solola and others furthers the case for enacting USMLE’s pass/fail scoring sooner, a change that did not go into effect until January of this year. The full text of the letter is also included online.

Navigating Bias on Interview Day: Strategies for Charting an Inclusive and Equitable Course
Kamna Singh Balhara, MD, MA, P. Logan Weygandt, MD, MPH, Michael R. Ehmann, MD, MPH, MS, Linda Regan, MD, MEd
August 2021

This article addresses how to increase diversity through resident recruitment by offering practical strategies to follow leading up to and on the day of an interview to decrease bias. From goal setting and understanding the many forms bias can take, to selecting and training your interview team, to using blinded interviews and being intentional about representation in your virtual spaces, the authors provide a roadmap from planning to execution.

LGBTQ+ Equity in Virtual Residency Recruitment: Innovations and Recommendations
Rebecca Raymond-Kolker, MD, Adlai Grayson, MD, Nicholas Heitkamp, MD, MSc, Lucas E. Morgan, MD
October 2021

Virtual interviews have created new opportunities for programs to demonstrate commitment to gender inclusivity through DEI-focused online social events and inviting interviewers and interviewees to identify their gender pronouns. At the same time, the lack of in-person visits and interactions may leave some applicants feeling less certain about which programs offer an affirming work environment. This article provides recommendations for how the virtual interview experience can be leveraged to increase equity for LGBTQ+ applicants in virtual interviews going forward.

Analiz Rodriguez, MD, PhD
December 2021

One of JGME’s most popular DEI articles so far is this personal narrative in the creative writing category, On Teaching. Misogynoir can be defined as misogyny directed toward black women where race and gender both play roles in bias. In her story, Dr. Rodriguez reflects upon a painful incident during her fellowship that exposed this combination of racism and sexism.

Diversity, Equity, and Inclusion Officer Position Available: Proceed With Caution
Monica B. Vela, MD, Monica Lypson, MD, MHPE, William A McDade, MD, PhD
December 2021

With more than 70 years of collective service in DEI leadership roles, the authors of this article reflect that, while the work of DEI leadership can be incredibly rewarding, it can also be morally taxing and isolating. Here they provide concrete institutional strategies to support the success of DEI professionals, along with action items to address barriers, so that institutions can empower and protect individuals charged with leading these efforts.

The full DEI collection is open access on the JGME website. The latest issue, released February 2022, includes the most recent additions to this collection: a personal narrative, as well as the newest DEI Rip Out article offering a practical guide to increasing diversity through resident recruitment. JGME invites you to join the conversation around these articles on Twitter and LinkedIn as this collection continues to grow.


Guest blogger Kevin Gladish is an editorial associate on the staff of the Journal of Graduate Medical Education. He’s been at the ACGME since 2016, and is also a performer, writer, and storyteller.