Reconstructing Neurath's Ship: A Case Study in Reevaluating Equity in a Program of Assessment
Benjamin Kinnear1, Danielle E Weber2, Daniel J Schumacher3
1B. Kinnear is associate professor of internal medicine and pediatrics, Departments of Pediatrics and Internal Medicine, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID: https://orcid.org/0000-0003-0052-4130 .
Summary
Addressing inequity in health professions education requires examining assessment practices through different epistemological lenses. A critical approach is essential for dismantling inequitable systems and fostering true equity in educational assessment.
Area of Science:
- Medical Education
- Health Professions Education
- Educational Assessment
Background:
- Inequity in educational assessment is a complex challenge in health professions education.
- Existing assessment programs may perpetuate inequities due to unexamined underlying assumptions.
- A critical examination of educators' epistemologies is crucial before implementing solutions.
Purpose of the Study:
- To explore how different epistemological lenses can be used to evaluate and improve equity in educational assessment.
- To share a case study of an internal medicine residency program's journey toward equitable assessment.
- To challenge educators to adopt new epistemological perspectives for more equitable assessment.
Main Methods:
- Utilized a case study of an internal medicine residency program's assessment practices.
- Applied postpositivist, constructivist, and critical epistemological lenses sequentially.
- Evaluated assessment systems and strategies for their alignment with best practices and equity.
Main Results:
- A postpositivist lens identified alignment with best practices but missed nuances of equity.
- A constructivist approach enhanced stakeholder engagement but did not address inherent inequitable assumptions.
- Critical epistemologies revealed how to identify and dismantle systems causing inequity and harm.
Conclusions:
- Shifting to critical epistemologies is vital for understanding and addressing the root causes of inequity in assessment.
- Different epistemological perspectives necessitate distinct adaptations in assessment programs.
- Health professions programs must explore diverse epistemological approaches to enhance assessment equity.
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