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  • Item type:Publication,
    Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology Open PDF 
    (Springer Science and Business Media LLC, 2024-10-23)
    Seide, Witzard
    ;
    Maggio, Lauren A.
    ;
    Artino, Anthony R.
    ;
    Leroux, Todd
    ;
    Konopasky, Abigail
    Background Black women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. Objective To complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. We used statistical modeling to estimate the representation of Black women authors in medical education publishing as compared to other groups. Design An intersectional methodology employing bibliometric analysis and testimonio reflection. Subjects US-based authors of journal articles published in medical education journals between 2000 and 2020. Main Measures Author race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the “testimonio” account of a Black woman author. Key Results Of 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last author papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap with highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. Conclusion This study revealed that Black women are underrepresented in medical education publishing. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand underrepresentation in medical education publishing.
  • Item type:Publication,
    Bias in peer review Open PDF 
    (2013)
    Lee, Carole J.
    ;
    Sugimoto, Cassidy R.
    ;
    Zhang, Guo
    ;
    Cronin, Blaise
    Research on bias in peer review examines scholarly communication and funding processes to assess the epistemic and social legitimacy of the mechanisms by which knowledge communities vet and self-regulate their work. Despite vocal concerns, a closer look at the empirical and methodological limitations of research on bias raises questions about the existence and extent of many hypothesized forms of bias. In addition, the notion of bias is predicated on an implicit ideal that, once articulated, raises questions about the normative implications of research on bias in peer review. This review provides a brief description of the function, history, and scope of peer review; articulates and critiques the conception of bias unifying research on bias in peer review; characterizes and examines the empirical, methodological, and normative claims of bias in peer review research; and assesses possible alternatives to the status quo. We close by identifying ways to expand conceptions and studies of bias to contend with the complexity of social interactions among actors involved directly and indirectly in peer review.