Centering Equity: A Paradigm Shift for Program Evaluation and Education Continuous Quality Improvement in Medical Education
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View abstract on PubMed
Summary
This summary is machine-generated.Medical education program evaluation must shift to prioritize equity and justice. Incorporating social justice principles into evaluation ensures fair outcomes for all learners and equitable healthcare for communities.
Area Of Science
- Medical Education Research
- Health Equity Studies
- Program Evaluation
Background
- Medical education is vital for public health, requiring equitable programs.
- Current program evaluation and continuous quality improvement (ECQI) often overlook equity.
- Systemic inequities and biases hinder equitable educational policies and practices.
Purpose Of The Study
- To examine the evolution of medical education program evaluation.
- To advocate for a paradigm shift prioritizing equity and justice in evaluation.
- To propose actionable recommendations for embedding equity into program evaluation and ECQI.
Main Methods
- Literature review on program evaluation in medical education.
- Analysis of traditional evaluation metrics and their limitations.
- Development of recommendations based on social justice principles and WHO equity definitions.
Main Results
- Traditional metrics like pass rates obscure minoritized learners' experiences.
- A case example demonstrates how standard evaluations can mask inequities.
- Recommendations focus on commitment, diverse teams, social justice approaches, and critical lenses.
Conclusions
- Centering equity in program evaluation and ECQI is essential for fair medical education.
- Equitable evaluation practices contribute to better healthcare outcomes.
- Fostering an equitable mindset transforms educational environments for all learners.
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