• Witzard Seide, Lauren A Maggio, Anthony R Artino, Todd Leroux, and Abigail Konopasky.
• Uniformed Services University of the Health Sciences, Bethesda, USA. witzard.seide@usuhs.edu.
• J Gen Intern Med. 2024 Oct 23.

BackgroundBlack 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.ObjectiveTo 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.DesignAn intersectional methodology employing bibliometric analysis and testimonio reflection.SubjectsUS-based authors of journal articles published in medical education journals between 2000 and 2020.Main MeasuresAuthor 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 ResultsOf 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.ConclusionThis 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.© 2024. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.

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