Broadly sampled assessment reduces ethnicity-related differences in clinical grades
Chantal E E van Andel1, Marise Ph Born2, Axel P N Themmen1,3
1Institute of Medical Education Research Rotterdam, Erasmus MC, Rotterdam, the Netherlands.
Medical Education
|January 26, 2019
Summary
Broad sampling in clinical assessment reduces ethnicity-related disparities in student grades. However, allowing supervisors to deviate from these scores can reintroduce these differences.
Area of Science:
- Medical Education
- Assessment and Evaluation
- Health Disparities
Background:
- Ethnicity-related differences in clinical grades are a recognized issue in medical education.
- Traditional assessment methods may not fully capture student competencies, potentially exacerbating these disparities.
Purpose of the Study:
- To investigate if broad sampling in clinical assessment reduces ethnicity-related differences in student grades compared to global assessment.
- To determine if supervisor deviation from broadly sampled scores reintroduces ethnicity-related grade differences.
Main Methods:
- A comparative study analyzing clinical grades of medical students based on ethnicity.
- Utilized global assessment (2002-2004) and broadly sampled assessment (2008-2010) data.
- Adjusted for gender, age, (im)migration status, and average bachelor grade.
Main Results:
- Broadly sampled assessment showed smaller ethnicity-related differences in clinical grades than global assessment.
- Native Dutch students' probability of achieving high grades decreased with broad sampling, while Surinamese and Asian students' probabilities increased.
- When supervisors deviated from broadly sampled scores, ethnicity-related differences in grades reappeared.
Conclusions:
- Broadly sampled assessment is an effective strategy for mitigating ethnicity-related disparities in clinical grading.
- Maintaining standardized assessment procedures is crucial to prevent the reintroduction of ethnic biases.
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