Diversity in Medical Education

Dogra, Nisha; Carter‐Pokras, Olivia

doi:10.1002/9781119373780.ch35

Cited by 7 publications

(4 citation statements)

References 78 publications

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“…professionalism, cultural literacy and clinical reasoning) may provide insights for measuring and interpreting UT scores. Evidence suggests that the assessment of such constructs should ideally be multifaceted and longitudinal 94,95 . For example, assessment of medical students' professionalism may involve a combination of self‐evaluation, observation and multisource feedback, critical incident reports and reflective learning 95 .…”

Section: Discussionmentioning

confidence: 99%

“…Evidence suggests that the assessment of such constructs should ideally be multifaceted and longitudinal. 94,95 For example, assessment of medical students' professionalism may involve a combination of self-evaluation, observation and multisource feedback, critical incident reports and reflective learning. 95 Extending a similar multifaceted approach to assessing students' skills for managing uncertainty may be helpful and could, for example, include a selfevaluation with a UT scale developed specifically for this purpose, alongside approaches such as critical reflection and feedback from both educators and patients on uncertainty management skills.…”

Section: Gaps In Validity Evidencementioning

confidence: 99%

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Identifying validity evidence for uncertainty tolerance scales: A systematic review

et al. 2023

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PurposeUncertainty tolerance (UT) is increasingly valued as a medical graduate attribute and broadly measured among medical student populations. However, the validity evidence underpinning UT scale implementation has not been summarised across studies. The present work evaluates UT scale validity evidence to better inform when, why and how UT scales ought to be used and to identify remaining validity evidence gaps.MethodsA literature search for psychometric studies of UT scales was completed in 2022. Records were included if they implemented one of the four most cited UT scales (i.e. Physicians' Reactions to Uncertainty scale 1990 [PRU1990] or 1995 [PRU1995], Tolerance for Ambiguity [TFA] scale or Tolerance of Ambiguity in Medical Students and Doctors scale [TAMSAD]) in a population of physicians and/or medial students and presented validity evidence according to the Standards for Educational and Psychological Testing framework. Included studies were rated and analysed according to evidence for test content, response processes, internal structure, relations to other variables and consequences of testing.ResultsAmong the investigated scales, ‘relations to other variables’ and ‘internal structure’ were the most commonly reported forms of validity evidence. No evidence of ‘response processes’ or ‘consequences of testing’ was identified. Overall, the PRU1990 and PRU1995 demonstrated the strongest validity evidence, although evidence primarily related to physician populations.ConclusionsNone of the studied scales demonstrated evidence for all five sources of validity. Future research would benefit from assessing validity evidence for ‘response processes’ and ‘consequences of testing’ among physicians and medical students at different training/career stages to better understand UT construct conceptualisation in these populations. Until further and stronger validity evidence for UT scales is established, we caution against implementing UT scales outside of research settings (e.g. for higher stakes decision making).

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Section: Discussionmentioning

confidence: 99%

Section: Gaps In Validity Evidencementioning

confidence: 99%

Identifying validity evidence for uncertainty tolerance scales: A systematic review

et al. 2023

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“…Healthcare professionals also report dissatisfaction, and even feelings of failure, within these interactions ( 18 ). While the promotion of diversity and equity within healthcare professional groups has been advocated ( 16 , 19 ), this is not without its own challenges.…”

Section: Diversity Challenges Within Healthcare Professional Groupsmentioning

confidence: 99%

Specialty Grand Challenge: Diversity Matters in Healthcare Professions Education Research

Monrouxe

Bloomfield

2021

Front. Med.

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“…We chose equity rather than equality as, while both concepts are about equitable provision of resources, equity goes further in recognising that such resources should be shared depending on the needs of people and that these needs are diverse—equity has the qualities of fairness and impartiality and is aligned with social justice 2 . Diversity may be viewed as ‘different expressions of culture’, but its existence alone does not signify respect or acceptance of diversity 3 …”

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confidence: 99%