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What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example.

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Title: What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example.
Authors: Cianciolo, Anna T.1 acianciolo@siumed.edu, Konopasky, Abigail2, Jain, Neera R.3, Wyatt, Tasha R.4, Ibrahim, Halah5, Chow, Candace J.6, Andon, Anabelle7, Torre, Dario8, Naidu, Thirusha9
Source: Medical Teacher. Jun2025, Vol. 47 Issue 6, p946-948. 3p.
Subject Terms: *Health services accessibility, *Medical education, *Diversity & inclusion policies, *Professional peer review, *Theory of knowledge, Serial publications, Social justice, Publishing
Abstract: What was the Educational Challenge?: Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as 'wrong done to someone in their capacity as a knower.' Although peer review is meant to ensure 'rigor,' some quality assurance practices can inadvertently silence entire populations and impede understanding of a field's foundational concepts. What was the Proposed Solution?: To honor our journal's commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a 'more equitable, diverse, and inclusive research system.' How was the Proposed Solution Implemented?: We implemented structural peer review reform at TLM by adapting Hogan et al.'s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors. What Lessons Learned are Relevant to a Wider Audience?: Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors' authority to pursue their own interests, concerns, and successes with respect to knowledge production. What are the Next Steps?: We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jun2025, Vol. 47 Issue 6, p946-948. 3p.
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  Data: What was the Educational Challenge?: Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as 'wrong done to someone in their capacity as a knower.' Although peer review is meant to ensure 'rigor,' some quality assurance practices can inadvertently silence entire populations and impede understanding of a field's foundational concepts. What was the Proposed Solution?: To honor our journal's commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a 'more equitable, diverse, and inclusive research system.' How was the Proposed Solution Implemented?: We implemented structural peer review reform at TLM by adapting Hogan et al.'s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors. What Lessons Learned are Relevant to a Wider Audience?: Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors' authority to pursue their own interests, concerns, and successes with respect to knowledge production. What are the Next Steps?: We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2024.2425026
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