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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Strategies for Advancing Equity in Frontline Clinical Assessment.

Chavon M Onumah1, Amber T Pincavage2, Cindy J Lai3

  • 1C.M. Onumah is associate professor, Department of Medicine, George Washington School of Medicine and Health Sciences, Washington, DC.

Academic Medicine : Journal of the Association of American Medical Colleges
|April 18, 2023
PubMed
Summary
This summary is machine-generated.

Addressing assessment bias is crucial for educational equity in medicine. Faculty can mitigate bias in clinical assessments using evidence-based strategies focused on contextual, intrinsic, and instrumental equity to foster a diverse health care workforce.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Educational Equity

Background:

  • Assessment bias in health professions education is prevalent and impacts learners and the healthcare system.
  • Minimizing assessment bias is a goal for medical schools, but effective strategies lack consensus.
  • Frontline faculty can mitigate bias in real-time clinical assessments.

Purpose of the Study:

  • To provide faculty with evidence-based approaches to mitigate bias and promote equity in clinical assessment.
  • To illustrate how bias affects learner assessment using a case study.
  • To focus on contextual, intrinsic, and instrumental equity in assessment.

Main Methods:

  • Developed a case study illustrating bias in learner assessment.
  • Presented evidence-based strategies for faculty to mitigate bias.
  • Focused on three components of equity: contextual, intrinsic, and instrumental.

Main Results:

  • Contextual equity strategies include fostering an equitable learning environment, understanding learner contexts, and implicit bias training.
  • Intrinsic equity strategies involve competency-based, structured assessments and frequent direct observation.
  • Instrumental equity strategies emphasize specific, actionable feedback and competency-based narrative descriptors.

Conclusions:

  • Frontline clinical faculty can actively promote assessment equity.
  • Implementing these strategies supports the growth of a diverse health care workforce.
  • Addressing assessment bias is essential for achieving educational equity in medicine.