https://orcid.org/0000-0001-6746-4270
References
- Johnson M. Research as a coping mechanism for racial trauma: the story of one medical student. Teach Learn Med. 2022;34(3):277–284. doi:10.1080/10401334.2021.1939033.
- Johnson M, Konopasky A. Maintaining your voice as an underrepresented minority during the peer review process: a dialogue between author and mentor. Perspect Med Educ. 2022;11(3):144–145. doi:10.1007/s40037-022-00707-x.
- Stanley CA. When counter narratives meet master narratives in the journal editorial-review process. Educ Res. 2007;36(1):14–24. doi:10.3102/0013189X06298008.
- Williams B. Radical honesty: truth-telling as pedagogy for working through shame in academic spaces. In Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Stylus Sterling, VA: Taylor & Francis; 2016. p. 71–82. https://www.amazon.com/Race-Equity-Learning-Environment-Pedagogies/dp/1620363402
- Kusurkar RA. The leaky pipeline of publications and knowledge generation in medical education. Perspect Med Educ. 2022;11(2):70–72. doi:10.1007/S40037-022-00700-4.
- Cianciolo AT. Letter from the Editor – Teaching & Learning in Medicine’s Anti-Racism Strategy. Vol 32: Teaching and Learning in Medicine. Taylor & Francis; 2020. p. 457–458.
- Wyatt TR, Bullock JL, Andon A, et al. Editors as gatekeepers: one medical education journal’s efforts to resist racism in scholarly publishing. Acad Med. 2023:10–1097. doi:10.1097/ACM.0000000000005303.
- Maggio LA, Costello JA, Ninkov AB, Frank JR, Artino ARJr. The voices of medical education scholarship: describing the published landscape. Med Educ. 2023;57(3):280–289. doi:10.1111/medu.14959.
- Paton M, Naidu T, Wyatt TR, et al. Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education. Adv Health Sci Educ Theory Pract. 2020;25(5):1107–1126. doi:10.1007/s10459-020-10006-x.
- Fairclough NL. Critical and descriptive goals in discourse analysis. J Pragmat. 1985;9(6):739–763. doi:10.1016/0378-2166(85)90002-5.
- Watling C, Ginsburg S, Lingard L. Don’t be reviewer 2! Reflections on writing effective peer review comments. Perspect Med Educ. 2021;10(5):299–303. doi:10.1007/s40037-021-00670-z.
- Johnson M, Maggio LA, Konopasky A. Putting on academic armor: how black physicians and trainees take stances to make racism visible amid publishing constraints. Teach Learn Med. 2023:1–11. doi:10.1080/10401334.2023.2215744.