ArticleMedical education2019
Broadly sampled assessment reduces ethnicity-related differences in clinical grades.
Article in Medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Differential attainment within medical education: a systematic review.BMC medical education · 2025Pooled it
- Do norms unintentionally increase stereotypical expressions? A randomised controlled trial.Medical education · 2022Trial
- Mapping the roots of specialist disparities-Authors' reply.The Lancet regional health. Europe · 2024Article
- Diversity in the pathway from medical student to specialist in the Netherlands: a retrospective cohort study.The Lancet regional health. Europe · 2023Article
- Student ethnicity predicts social learning experiences, self-regulatory focus and grades.Medical education · 2022Article
- The do's, don'ts and don't knows of redressing differential attainment related to race/ethnicity in medical schools.Perspectives on medical education · 2022Review
- Inferring signs from purposeful samples: The role of context in competency assessment.Medical education · 2022Article
- "What kind of support do I need to be successful as an ethnic minority medical student?" A qualitative study.BMC medical education · 2021Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextEthnicity-related differences in clinical grades exist. Broad sampling in assessment of clinical competencies involves multiple assessments used by multiple assessors across multiple moments. Broad sampling in assessment potentially reduces irrelevant variances and may therefore mitigate ethnic disparities in clinical grades.
objectivesResearch question 1 (RQ1): to assess whether the relationship between students' ethnicity and clinical grades is weaker in a broadly sampled versus a global assessment. Research question 2 (RQ2): to assess whether larger ethnicity-related differences in grades occur when supervisors are given the opportunity to deviate from the broadly sampled assessment score.
methodsStudents' ethnicity was classified as Turkish/Moroccan/African, Surinamese/Antillean, Asian, Western, and native Dutch. RQ1: 1667 students (74.3% native Dutch students) were included, who entered medical school between 2002 and 2004 (global assessment, 818 students) and between 2008 and 2010 (broadly sampled assessment, 849 students). The main outcome measure was whether or not students received ≥3 times a grade of 8 or higher on a scale from 1 to 10 in five clerkships. RQ2: 849 students (72.4% native Dutch students) were included, who were assessed by broad sampling. The main outcome measure was the number of grade points by which supervisors had deviated from broadly sampled scores. Both analyses were adjusted for gender, age, (im)migration status and average bachelor grade.
resultsResearch question 1: ethnicity-related differences in clinical grades were smaller in broadly sampled than in global assessment, and this was also seen after adjustments. More specifically, native Dutch students had reduced probabilities (0.87-0.65) in broadly sampled as compared with global assessment, whereas Surinamese (0.03-0.51) and Asian students (0.21-0.30) had increased probabilities of having ≥3 times a grade of 8 or higher in five clerkships. Research question 2: when supervisors were allowed to deviate from original grades, ethnicity-related differences in clinical grades were reintroduced.
conclusionsBroadly sampled assessment reduces ethnicity-related differences in grades.
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