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Updated: Sep 6, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Emergency Medicine Residency Does Not Reduce a Racial Minority-Based Test Performance Gap.

Yvette Calderon1, Michael S Beeson2, Mary M Johnston3

  • 1Department of Emergency Medicine, Albert Einstein College of Medicine, New York, New York.

The Journal of Emergency Medicine
|July 5, 2022
PubMed
Summary
This summary is machine-generated.

A persistent test-taking performance gap exists for Black Emergency Medicine residents compared to their White peers. This disparity, identified early in residency, did not significantly narrow as training progressed.

Keywords:
inequityracial disparitiesresidency training

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Area of Science:

  • Medical Education
  • Health Equity
  • Physician Diversity

Background:

  • Health care inequity is reduced when physicians reflect patient demographics.
  • Training and evaluating racially diverse physicians is crucial for equitable care.
  • Physician diversity in medical training is essential for addressing health disparities.

Purpose of the Study:

  • To identify test-taking performance differences for Black Emergency Medicine (EM) residents.
  • To determine if these differences diminish throughout residency training.
  • To analyze the impact of race on EM resident performance on standardized examinations.

Main Methods:

  • Observational, cross-sectional study analyzing 2018-2020 American Board of Emergency Medicine (ABEM) In-Training Examination (ITE) scores.
  • Included 9591 EM residents from 3-year programs, with a focus on Black and White physicians.
  • Linear regression models assessed performance based on race and training level (EM1, EM2, EM3).

Main Results:

  • Mean scores increased with training level for all residents.
  • A statistically significant performance gap was observed for Black residents (β = -5.87, p < 0.0001).
  • Despite relative improvement, the performance gap persisted and was not materially reduced by the final year of residency.

Conclusions:

  • A significant test-taking performance gap for Black EM residents persists throughout residency.
  • This finding highlights an ongoing challenge in achieving equitable outcomes in medical education.
  • Further research is needed to understand and address the root causes of this persistent disparity.