Passing the microphone: broadening perspectives by amplifying underrepresented voices

Wondimagegn, Dawit; Soklaridis, Sophie; Yifter, Helen; Cartmill, Carrie; Yeshak, Mariamawit Yonathan; Whitehead, Cynthia

doi:10.1007/s10459-020-10012-z

Cited by 13 publications

(9 citation statements)

References 24 publications

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“…A few achieved 40–60% female representation in their editorial teams, and others maintained a significant ‘gender gap’. However, the observed mean proportion of female editorial representation appears higher than that of previous studies of surgical journals 7,8 . Researchers in other specialties have proposed solutions, including editorial term limits and merit‐based performance reviews.…”

Section: Discussionmentioning

confidence: 60%

“…In keeping with other societal and scholarly trends, ME journals are making important advances in improving their accessibility and diversity, with many journals now offering reduced barriers to open access publication for lower‐middle income countries, diversifying peer‐reviewer pools, building international collaborations and opening dedicated collections for research from non‐Euro‐North‐American countries 7 . However, this study demonstrates that editorial roles in ME journals are still dominated by males, those from wealthier countries and those from Europe and North America.…”

Section: Discussionmentioning

confidence: 99%

“…Others have pointed out that, in lower‐middle income countries, the ‘local’ gaze while posing research questions and framing scholarship might differ from ‘foreign’ priorities 12 . For instance, local educators may be discouraged from engaging in exploratory research relevant to their own setting, in favour of research which will allow affiliated institutions to engage in competitive international publication rankings 7 . Hence, evaluating such research by ‘international’ standards may unfairly prevent changes in policy and strategies occurring at a local level.…”

Section: Discussionmentioning

confidence: 99%

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Editorial diversity in medical education journals

Yip

Rashid

2021

The Clinical Teacher

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Background In recent years, the field of medical education has sought to amplify the voices of those from traditionally marginalised groups and medical education journals have sought to become more accessible and diverse. This study sought to examine the gender and geographical representation of editors and editorial board members in medical education journals. Methods Information about individual editors and editorial board members of 10 medical education journals was retrieved from their websites in January 2021, including their gender and the country in which they were based. Countries were categorised according to World Bank Income Classification and World Bank Geographical Regions. We then calculated the Composite Editorial Board Diversity Score for each journal. Findings Of 488 editors and editorial board members, 283 (58.0%) were male, 452 (92.6%) were based in high‐income countries and 322 (66.0%) were from the four countries with greatest representation (the United States, the United Kingdom, Australia and Canada). Discussion The composition of medical education journals’ editorial leadership teams remains dominated by males and those from higher income and Western countries. Strikingly, little change has taken place since this was last examined 17 years ago despite the field becoming apparently more globalised. As medical education strives to become a more inclusive and diverse discipline, developing policies to create more globally representative editorial leadership teams should now be an urgent priority.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Editorial diversity in medical education journals

Yip

Rashid

2021

The Clinical Teacher

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“…Paton et al [27] found three different types of absences within medical education, including absences related to content, research, and evidence, and suggested that attending to absences provided a rigorous way of challenging the implicit assumptions and limits of the field. One area of absence and under-representation that has been noted but is yet under-explored within MER is that of published voices from lowand middle-income countries and non-English speaking scholars [28][29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%

Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals

Whitehead

Cartmill

Rodrigues

et al. 2022

Preprint

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Background Within medical education research, issues of equity, absence, and marginalization of diverse perspectives are becoming a growing area of scholarly focus. One area of absence that has been under-explored is that of published voices from low- and middle-income countries and non-English speaking scholars. Bibliometric analyses are one way to identify absences. We undertook a bibliometric analysis of five top medical education journals to determine which countries were represented in prestigious first and last authorship positions. Methods Web of Science was searched for all articles and reviews that were published between 2012 and 2018 within Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, and BMC Medical Education. Country of origin was identified for the first and last author of each publication, and the number of publications originating from each country were counted. Results Our analysis revealed a dominance of first and last authors from five countries: USA, Canada, United Kingdom, Netherlands, and Australia. Authors from these five countries had first or last authored 74% of publications. Of the 195 countries in the world, 53% were not represented by a single publication. Journals varied in their inclusion of authors from outside of these five dominant countries, with BMC Medical Education including more geographic diversity than other journals. There was a slight increase in the percentage of publications from outside of these five countries, from 22% in 2012 to 29% in 2018. Conclusions The dominance of wealthy nations within spaces that claim to be international is a finding that requires attention. As a bibliometric analysis, we were unable to unearth the reasons behind this dominance. However, we draw upon analogies from modern Olympic sport and our own collaborative research process to show how academic publishing continues to be a colonized space that advantages those from wealthy and English-speaking countries.

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“…There are some empirical studies examining various aspects of representation within medical education, with recent attention given to gender, sociocultural and racial equity within academic medicine’s leadership, student body and curricula 32–47. There is also growing documentation of the paucity of published voices from low-income and middle-income countries (LMICs) and non-English speaking scholars in medical education journals that position their reach as international 48–52. This parallels the relative absence of authors from LMIC and non-English speaking countries in leading academic journals in many other areas of academia, including health and education 26 53–61…”

Section: Introductionmentioning

confidence: 99%

Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals

et al. 2023

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IntroductionMedical education and medical education research are growing industries that have become increasingly globalised. Recognition of the colonial foundations of medical education has led to a growing focus on issues of equity, absence and marginalisation. One area of absence that has been underexplored is that of published voices from low-income and middle-income countries. We undertook a bibliometric analysis of five top medical education journals to determine which countries were absent and which countries were represented in prestigious first and last authorship positions.MethodsWeb of Science was searched for all articles and reviews published between 2012 and 2021 withinAcademic Medicine,Medical Education,Advances in Health Sciences Education,Medical Teacher, andBMC Medical Education. Country of origin was identified for first and last author of each publication, and the number of publications originating from each country was counted.ResultsOur analysis revealed a dominance of first and last authors from five countries: USA, Canada, UK, Netherlands and Australia. Authors from these five countries had first or last authored 70% of publications. Of the 195 countries in the world, 43% (approximately 83) were not represented by a single publication. There was an increase in the percentage of publications from outside of these five countries from 23% in 2012 to 40% in 2021.ConclusionThe dominance of wealthy nations within spaces that claim to be international is a finding that requires attention. We draw on analogies from modern Olympic sport and our own collaborative research process to show how academic publishing continues to be a colonised space that advantages those from wealthy and English-speaking countries.

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Passing the microphone: broadening perspectives by amplifying underrepresented voices

Cited by 13 publications

References 24 publications

Editorial diversity in medical education journals

Editorial diversity in medical education journals

Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals

Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals

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