在临床前课程中通过/失败等级和种族/种族少数群体与非少数群体之间的差异性成就
David J Cipriano1, José Franco2, Robert Treat3
1Medical College of Wisconsin, Milwaukee, WI, USA.
Medical teacher
|December 10, 2024
概括
将医学院的分数转变为通过/失败,提高了学生的成绩,并减少了医学 (URiM) 学生代表人数不足的差异. 评分变化对所有学生产生了积极的影响,差异性成绩显著下降.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 学术表现 学术表现 学术表现
背景情况:
- 医学院的分级分级系统与竞争增加,年级通货膨胀,学生健康状况下降以及种族/民族分级差异有关.
- 在医学中代表不足的学生 (URiM) 与非URiM同龄人相比,往往面临着差异性的成就.
研究的目的:
- 调查从分层评分系统过渡到通过/失败系统对医学学生成绩的影响.
- 确定分级系统的变化是否对URiM和非URiM学生产生了平等的影响.
主要方法:
- 追溯队列研究比较两个队列 (n=501) 来自一个医学院超过四年.
- 一个队列经历了5分评分系统;另一个队列经历了临床前课程的通过/失败系统.
- 绩效指标包括课堂表现,职员考试和执照考试.
主要成果:
- 在通过/失败系统下,学生在各种指标上通常表现同样好或更好.
- 通过/失败系统的积极影响在URiM和非URiM学生之间是一致的.
- 经过分级系统的改变后,URiM和非URiM学生之间的差异性成就显著下降.
结论:
- 在医学院采用通过/失败评分系统可以提高学生的整体学业成绩.
- 通过/失败分数似乎可以减轻URiM学生学业成绩的差异.
- 转向通过/失败评分促进了医疗教育成果的更大公平性.
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