Abstract
Cognitive bias permeates almost every learner assessment in medical education. Assessment bias has the potential to affect a learner's education, future career and sense of self-worth. Decades of data show that there is little educators can do to overcome bias in learner assessments. Using in-group favouritism as an example, we offer an evidence-based, three-step solution to understand and move forward with cognitive bias in assessment: (1) Name: a simple admission about the presence of inherent bias in assessment, (2) Reframe: a rephrasing of assessment language to shed light on the assessor's subjectivity and (3) Check-in: a chance to ensure learner understanding and open lines of bidirectional communication. This process is theory-informed and based on decades of educational, sociological and psychological literature; we offer it as a logical first step towards a much-needed paradigm shift towards addressing bias in learner assessment.
Original language | English (US) |
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Pages (from-to) | 449-453 |
Number of pages | 5 |
Journal | Clinical Teacher |
Volume | 18 |
Issue number | 5 |
DOIs | |
State | Published - Oct 2021 |
ASJC Scopus subject areas
- Review and Exam Preparation