Equitable assessment in medical education: confronting the hidden curriculum and systemic bias

Authors

  • Oliver W Fung University Heath Network
  • Jennifer Migabo University Heath Network

DOI:

https://doi.org/10.36834/cmej.82523

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References

1. Wright SR, Boyd VA, Ginsburg S. The hidden curriculum of compassionate care: can assessment drive compassion? Acad Med. 2019; 94(8):1164-69. https://doi.org/10.1097/ACM.0000000000002773.

2. Low D, Pollack SW, Liao ZC, et al. Racial/ethnic disparities in clinical grading in medical school. Teach Learn Med. 2019;31(5):487–96. https://doi.org/10.1080/10401334.2019.1597724

3. Ross DA, Boatright D, Nunez‑Smith M, et al. Differences in words used to describe racial and gender groups in medical student performance evaluations. PLoS One. 2017;12(8):e0181659. https://doi.org/10.1371/journal.pone.0181659

4. Shah D, Behravan N, Al-Jabouri N, Sibbald M. Incorporating equity, diversity and inclusion (EDI) into the education and assessment of professionalism for healthcare professionals and trainees: a scoping review. BMC Med Educ. 2024;24(1):991. https://doi.org/10.1186/s12909-024-05981-3

5. Lam JT, Coret M, Khalil C, et al. The need for critical and intersectional approaches to equity efforts in postgraduate medical education: a critical narrative review. Med Educ. 2024;58(12):1442–61. https://doi.org/10.1111/medu.15425

6. Lucey CR, Hauer KE, Boatright D, Fernandez A. Medical education’s wicked problem: Achieving equity in assessment for medical learners. Acad Med. 2020;95(12S):S98–S108. https://doi.org/10.1097/ACM.0000000000003717

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Published

2025-12-15

How to Cite

1.
Fung OW, Migabo J. Equitable assessment in medical education: confronting the hidden curriculum and systemic bias. Can. Med. Ed. J [Internet]. 2025 Dec. 15 [cited 2025 Dec. 18];. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/82523

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Section

Commentary and Opinions

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