Diversity, Equity, and Inclusive Assessment Practices in Healthcare Education: A Retrospective Analysis

• In Event: Policy, Structural, and Institutional Issues in Diversity, Equity, and Inclusion

Abstract

Abstract

Outcomes for specific racial and ethnic groups during the COVID-19 pandemic renewed a focus on health equity practices and bias in medical education.
A retrospective review was conducted of exam items in a pathophysiology course series at an academic medical center in the western United States. Sociodemographic identifiers in multiple choice exam questions were reviewed to determine clinical relevance.
Of 795 exam items, 475 referred to sociodemographic information (gender, race/ethnicity, age, sexual orientation) and in only 27.5% of items, this inclusion was clinically relevant (131/475).
Current evidence suggests that routine inclusion of sociodemographic information infrequently supports the clinical diagnosis which perpetuates bias. Thoughtful inclusion of sociodemographic information in assessment offers an opportunity to address sociostructural determinants of health.

Authors

• Hannah Wright, Stanford University

• Michele Toussaint

• Courtney Nelson, Stanford University