Justin L Bullock

Biographic Data

ID1727738
NAMEJustin L Bullock
GIVEN NAMESJustin L
FAMILY NAMEBullock
SIGNATUREBULLOCK J L
AFFILIATIONSis a second-year resident, internal medicine, University of California, San Francisco School of Medicine, San Francisco, California.
ORCID0000-0003-4240-9798
VERIFIEDYes
TOTAL WORKS15
TOTAL CITATIONS0
AUTHOR COUNT15
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • A qualitative exploration of first‐in‐family medical students' decisions to partake in noncurricular activities

    Open AccessAlexander Garrett, Max Griffith et al.ARTICLEMedical Education2026

    OBJECTIVES: Medical students who are first in family (FiF) to attend college navigate an education system with limited social capital compared to their non-FiF peers. This situation leads to difficult decisions regarding the use of their time. How these students balance their goals inside and outside of medical school is an under-explored area within medical education research. By illuminating how FiF students decide what noncurricular activities…

  • Centering a Justice-Based Approach to Disability Inclusion in Medical Education

    Mytien Nguyen, Justin L Bullock et al.ARTICLEAcademic Medicine2025

    Despite institutional efforts to promote diversity and inclusion, medical education continues to marginalize students with disabilities through persistent structural, cultural, and procedural barriers. Inaccessible learning environments, inadequate accommodations, and entrenched ableist attitudes contribute to inequitable educational experiences and outcomes for disabled students. These barriers are further compounded for individuals who hold int…

  • Numbers Ain’t Neutral

    Justin L Bullock, Ann M O’Hare et al.ARTICLEAcademic Medicine2025

  • When language engenders discomfort

    Open AccessJustin Boyle, Justin P Boyle et al.ARTICLEMedical Education2025

    Language holds power & can harm: @justin_p_boyle and Justin Bullock explore the cisheteropatriarchy and epistemic violence regarding language in #MedEd

  • The forest and the trees

    Open AccessHannah L Kakara Anderson, Justin L BullockARTICLESocial Science & Medicine2025References: 56

    The explicit purpose of medical education is frequently defined as to educate and train physicians who can serve as leaders in providing high-quality, equitable health care for society. Hidden in this explicit purpose is an implicit premise of extraction: those who become physicians are valuable assets who must be separated from society and assimilated into their roles as leaders. Applying Culturally Sustaining Pedagogies as a lens, the authors u…

  • Our House Won’t Rebuild Itself

    Open AccessJustin L Bullock, Adelaide H McClintock et al.ARTICLEAcademic Medicine2024

    Graduate medical education (GME), the period of specialty and subspecialty training following attainment of a medical degree, is the final step in a continuum of medical education culminating in independent physician practice. This manuscript uses the metaphor “our house” to describe all aspects of the GME environment in which health care professionals and trainees learn and work. Our house’s inhabitants have unequivocally stated that our house i…

  • The Next Era of Assessment

    Open AccessDaniel J Schumacher, Benjamin Kinnear et al.ARTICLEAcademic Medicine2024

    Previous eras of assessment in medical education have been defined by how assessment is done, from knowledge exams popularized in the 1960s to the emergence of work-based assessment in the 1990s to current efforts to integrate multiple types and sources of performance data through programmatic assessment. Each of these eras was a response to why assessment was performed (e.g., assessing medical knowledge with exams; assessing communication, profe…

  • ‘Yourself in all your forms’

    Open AccessJustin L Bullock, Javeed Sukhera et al.ARTICLEMedical Education2024

  • Transforming medical education

    Open AccessLisa M Meeks, Justin L BullockARTICLEMedical Education2024

    meekslisa and @jbullockruns in @MedEd_Journal highlight the struggles of disabled students and call for strategic disruptions to dismantle ableism and foster inclusion in #HPE. #DocsWithDisabilities #MedTwitter #MedEd

  • Editors as Gatekeepers

    Open AccessT R Wyatt, Justin L Bullock et al.ARTICLEAcademic Medicine2023

  • The Problem and Power of Professionalism

    Open AccessDaniela Maristany, Luis Durbán et al.ARTICLEAcademic Medicine2023

  • From Eggshells to Action

    Open AccessMeghan T O’Brien, Justin L Bullock et al.ARTICLEAcademic Medicine2023

  • “My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education

    Open AccessKaren E Hauer, Young-Shin Park et al.ARTICLEAcademic Medicine2023

    Assessing learners is foundational to their training and developmental growth throughout the medical education continuum. However, growing evidence shows the prevalence and impact of harmful bias in assessments in medical education, accelerating the urgency to identify solutions. Assessment bias presents a critical problem for all stages of learning and the broader educational system. Bias poses significant challenges to learners, disrupts the le…

  • No One Size Fits All

    Justin L Bullock, Meghan T O’Brien et al.ARTICLEAcademic Medicine2021

    PURPOSE: This study explores medical students' perspectives on the key features of ideal supervisor responses to microaggressions targeting clerkship medical students. METHOD: This single-institution, qualitative focus group study, based in an interpretivist paradigm, explored clerkship medical students' perceptions in the United States, 2020. During semistructured focus groups, participants discussed 4 microaggression scenarios. The authors empl…

  • They Don’t See a Lot of People My Color

    Justin L Bullock, Tai Lockspeiser et al.ARTICLEAcademic Medicine2020

    PURPOSE: Stereotype threat is an important psychological phenomenon in which fear of fulfilling negative stereotypes about one's group impairs performance. The effects of stereotype threat in medical education are poorly characterized. This study examined the prevalence of racial/ethnic stereotype threat amongst fourth-year medical students and explored its impact on students' clinical experience. METHOD: This was an explanatory sequential mixed …