Duqueney, E., DeFilippis, E. M., Goyal, A., Kaur, G., Julien, H., & Eberly, L. (2024). Perceptions About Diversity, Equity, and Inclusion Among Cardiovascular Fellows‐in‐Training. Journal of the American Heart Association. https://doi.org/10.1161/jaha.124.036955

Lee, R., Lucas, R., Dickerman, J., Day, L. W., Guzman, D., Kothari, P., Love, L., McDade, W., Rodgers, A., Verduzco-Gutierrez, M., Zhang, L., & Sánchez, J. P. (2024). Designing Prefaculty Competencies for Diverse Learners Through a Modified Delphi Process. JAMA Network Open, 7(7), e2424003. https://doi.org/10.1001/jamanetworkopen.2024.24003

Nthumba, P. M., Odhiambo, M., Pusic, A., Kamau, S., Rohde, C., Onyango, O., Gosman, A., Vyas, R., & Nthumba, M. N. (2024). The State of Surgical Research in Sub-Saharan Africa: An Urgent Call for Surgical Research Trainers. Plastic and Reconstructive Surgery - Global Open, 12(6), e5903. https://doi.org/10.1097/gox.0000000000005903

Jagannathan, D., MacFarlane, I. M., & Zierhut, H. (2024). Exploration of support for Black, Indigenous, and people of color students in genetic counseling programs. Journal of Genetic Counseling, 33(1), 54–70. Portico. https://doi.org/10.1002/jgc4.1849

Otufowora, A., Liu, Y., Okusanya, A., Ogidan, A., Okusanya, A., & Cottler, L. B. (2024). The Effect of Veteran Status and Chronic Pain on Past 30-Day Sedative Use Among Community-Dwelling Adult Males. The Journal of the American Board of Family Medicine, 37(1), 118–128. https://doi.org/10.3122/jabfm.2023.230226r2

Kohut, O. B., Wang, Z., Sanchez, R. R., Rausch, J. C., Nieto, A., & Minguez, M. M. (2023). Assessing the impact of a 6-year health sciences enrichment program for underrepresented minority youth on healthcare workforce diversity, career path, and public health. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1244593

Ke, J., Zhang, E., Lee, K., Shih, H., & Hur, C. (2023). Addressing Bias among Medical Care Teams on the Wards: A Perspective from Asian Medical Students in the United States. International Journal of Medical Students, 11(3), 237–239. https://doi.org/10.5195/ijms.2023.1645

Tarleton, C., Tong, W., McNeill, E., Owda, A., Barron, B., & Cunningham, H. (2023). Preparing Medical Students for Anti-racism at the Bedside: Teaching Skills to Mitigate Racism and Bias in Clinical Encounters. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.11333

Petriello, M., Mathews, A., Eison, K., Hartman, E., & Steere, H. (2023). Survey of global health education in physical medicine and rehabilitation residency programs across the United States. The Journal of the International Society of Physical and Rehabilitation Medicine, 6(2), 34–39. https://doi.org/10.1097/ph9.0000000000000009

Klink, K. A., Fisher, A. K., Chiovaro, J. C., Davila, J. A., Stout, R. A., Albanese, A. P., Bope, E. T., & Sanders, K. M. (2023). The department of veterans affairs rural interprofessional faculty development initiative (RIFDI): A novel approach to expanding the rural workforce. Journal of Interprofessional Education & Practice, 30, 100590. https://doi.org/10.1016/j.xjep.2022.100590

How Should Health Professions Educators and Organizations Desegregate Teaching and Learning Environments? (2023). AMA Journal of Ethics, 25(1), E7-14. https://doi.org/10.1001/amajethics.2023.7

How Should Academic Health Centers Desegregate Health Professions Education? (2023). AMA Journal of Ethics, 25(1), E21-30. https://doi.org/10.1001/amajethics.2023.21