Understanding and Addressing Bias in Grading: Progress at Washington University School of Medicine.

Autor:	Colson ER; E.R. Colson is professor of pediatrics and associate dean for program evaluation and continuous quality improvement, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Pérez M; M. Pérez is clinical research specialist, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Chibueze S; S. Chibueze is a fourth-year medical student, Washington University School of Medicine in St. Louis, St. Louis, Missouri., De Fer TM; T.M. De Fer is professor of medicine and associate dean for medical student education, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Emke AR; A.R. Emke is associate professor of pediatrics and assistant dean for assessment, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Lawrence SJ; S.J. Lawrence is professor of medicine and assistant dean for curriculum, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Wilson SA; S.A. Wilson is associate vice chancellor and associate dean for diversity, equity, and inclusion, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Zehnder NG; N.G. Zehnder is associate professor of medicine and associate dean for education strategy, Washington University School of Medicine in St. Louis, St. Louis, Missouri., Aagaard EM; E.M. Aagaard is professor of medicine, vice chancellor and senior associate dean for medical education, and the Carol B and Jerome T Professor of Medical Education, Washington University School of Medicine in St. Louis, St. Louis, Missouri.
Jazyk:	angličtina
Zdroj:	Academic medicine : journal of the Association of American Medical Colleges [Acad Med] 2023 Aug 01; Vol. 98 (8S), pp. S64-S67. Date of Electronic Publication: 2023 Jul 21.
DOI:	10.1097/ACM.0000000000005247
Abstrakt:	In 2020, the authors published work examining disparities in clerkship grading and found students who identify as White were more likely to receive honors grades compared with students from races/ethnicities traditionally underrepresented in medicine. Through a quality improvement approach, the authors identified the following 6 areas where improvements could mitigate grading disparities and, therefore, put processes in place to: ensure equitable access to examination preparation resources, change student assessment, develop medical student curriculum interventions, improve the learning environment, change house staff and faculty recruitment and retention practices, and provide ongoing program evaluation and continuous quality improvement processes to monitor for success. While the authors cannot yet be sure that they have achieved their goal of promoting equity in grading, they believe this evidence-based, multipronged intervention is a clear step in the right direction and encourage other schools to consider a similar approach to tackling this critically important problem at their own institutions. (Copyright © 2023 by the Association of American Medical Colleges.)
Databáze:	MEDLINE
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