Ethnicity-related stereotypes and their impacts on medical students: A critical narrative review of health professions education literature

Bandyopadhyay, Soham; Boylan, Conor T; Baho, Yousif G; Casey, A; Asif, Aqua; Khalil, Halimah; Badwi, Nermin; Patel, Rakesh

doi:10.1080/0142159x.2022.2051464

Cited by 4 publications

(2 citation statements)

References 62 publications

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“…7 / July 2023 fact, more than half of URiM students experienced stereotype vulnerability at a rate 5 times higher than non-URiM students during clerkships, 24 which can undermine academic achievement and subsequently hinder wellness and performance. 25 Additionally, URiM medical students more commonly reported race-related microaggressions in medical school and experienced burnout and diminishment of learning as a result. 26 Furthermore, URiM students may feel greater isolation and reduced sense of belonging because racial, ethnicity, and gender diversity among academic faculty 27 has not kept pace with the diversity of medical students.…”

Section: Scholarly Perspectivementioning

confidence: 99%

Fixing a Broken Clerkship Assessment Process: Reflections on Objectivity and Equity Following the USMLE Step 1 Change to Pass/Fail

et al. 2023

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Clerkship grading is a core feature of evaluation for medical students’ skills as physicians and is considered by most residency program directors to be an indicator of future performance and success. With the transition of the U.S. Medical Licensing Examination Step 1 score to pass/fail, there will likely be even greater reliance on clerkship grades, which raises several important issues that need to be urgently addressed. This article details the current landscape of clerkship grading and the systemic discrepancies in assessment and allocation of honors. The authors examine not only objectivity and fairness in clerkship grading but also the reliability of clerkship grading in predicting residency performance and the potential benefits and drawbacks to adoption of a pass/fail clinical clerkship grading system. In the promotion of a more fair and equitable residency selection process, there must be standardization of grading systems with consideration of explicit grading criteria, grading committees, and/or structured education of evaluators and assessors regarding implicit bias. In addition, greater adherence and enforcement of transparency in grade distributions in the Medical Student Performance Evaluation is needed. These changes have the potential to level the playing field, foster equitable comparisons, and ultimately add more fairness to the residency selection process.

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Section: Scholarly Perspectivementioning

confidence: 99%

Fixing a Broken Clerkship Assessment Process: Reflections on Objectivity and Equity Following the USMLE Step 1 Change to Pass/Fail

et al. 2023

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“…Among potential biases we focussed on gender and ethnicity. Indeed, ethnicity-related stereotypes are known to have effect on group work and there exist stereotypes on communications skills (Bandyopadhyay et al, 2022). Being committed to increase inclusivity, it is important to document putative discriminatory situations, in particular in the french context in which information is lacking.…”

Section: Introductionmentioning

confidence: 99%

Is grading in a poster session influenced by biases?

López¹,

Vasselin²,

Barch³

et al. 2022

Preprint

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Scientific article reading is an important competence for undergraduate students in the sciences. To help acquire this skill we chose to propose students a poster session with peer evaluation. Students are grouped in teams to which subjects are assigned. Each team prepares a poster during the semester and prints it before the exam. Students then enter a rotation system in which they alternatively present their poster to their peers and one teacher, or evaluate the posters of other groups. Each session is composed of a presentation, questions and evaluation. The evaluation is performed both by the teachers and peers. The question of biases emerges because this poster session replaces an anonymous exam. Data from four years allows us to analyze the evaluation performed by the students and teachers: i) the dynamic range of grades given by students tends to be smaller than in the case of teachers; ii) the evaluations appear not to be biased in terms of gender but might be detrimental to visible minorities.

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Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158

Masters

2023

Medical Teacher

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Ethnicity-related stereotypes and their impacts on medical students: A critical narrative review of health professions education literature

Cited by 4 publications

References 62 publications

Fixing a Broken Clerkship Assessment Process: Reflections on Objectivity and Equity Following the USMLE Step 1 Change to Pass/Fail

Fixing a Broken Clerkship Assessment Process: Reflections on Objectivity and Equity Following the USMLE Step 1 Change to Pass/Fail

Is grading in a poster session influenced by biases?

Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158

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