Tips on Improving Equality, Diversity and Inclusion in Medical School Assessments

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Published: Nov 27, 2024
DOI: https://doi.org/10.5750/jmer.v4i2.2272

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Ruth Shien Goh
Public Health Policy Evaluation Unit, School of Public Health, Imperial College London, Exhibition Road, South Kensington, London
https://orcid.org/0009-0003-0649-9121

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Vol. 4 No. 1 (2024)
Section
Letters to the Editor
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

Lucey, C.R., Hauer, K.E., Boatright, D. and Fernandez, A. (2020). Medical Education’s Wicked Problem: Achieving Equity in Assessment for Medical Learners. Academic Medicine, 95(12S), pp.S98–S108. doi:https://doi.org/10.1097/acm.0000000000003717.

Imperial College London. (n.d.). Anatomy of assessment. [online] Available at: https://www.imperial.ac.uk/staff/educational-development/teaching-toolkit/anatomy-of-assessment/

Cuddy, M.M., Swanson, D.B. and Clauser, B.E. (2008). A Multilevel Analysis of Examinee Gender and USMLE Step 1 Performance. Academic Medicine, 83(Supplement), pp.S58–S62. doi:https://doi.org/10.1097/acm.0b013e318183cd65.

Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T. and Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Medical Education, 17(1). doi:https://doi.org/10.1186/s12909-017-1068-z.

Burgess, A., Haq, I., Bleasel, J., Roberts, C., Garsia, R., Randal, N. and Mellis, C. (2019b). Team-based learning (TBL): a community of practice. BMC Medical Education, 19(1). doi:https://doi.org/10.1186/s12909-019-1795-4.