ReviewMedical education2025
Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice.
Review in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed.
- CBME As a Philosophy of Training: Balancing Fidelity and Flexibility in Emergency Medicine.AEM education and training · 2026Review
- Operationalising readiness for practice in final OSCEs: insights from a mixed-methods study across five Australian medical schools.BMC medical education · 2026Article
- The Harm We Cause: Spotlighting the Detrimental Consequences of Malicious Envy in Academic Medicine.Clinical medicine & research · 2026Article
- Equity in assessment: an examination of multiple-choice question tests.BMC medical education · 2026Article
- Validity in the Era of Competency-Based Health Professions Education: Tensions and Potential Solutions.Perspectives on medical education · 2026Article
- CBE and the Missing 'E': Making Competency-Based Education an Equitable Framework for Global Health Professions Education.Perspectives on medical education · 2026Article
- Inequities in the National Clinical Assessment Tool for Medical Students in the Emergency Department.The western journal of emergency medicine · 2025Article
- Equity and Longitudinal Assessments: Perspectives from Physician Assistants/Associates (PAs) Participating in PANRE-LA.Medical science educator · 2025Article
- Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice.Medical education · 2025Review
- Investigating the Road to Equity: A Scoping Review of Solutions to Mitigate Implicit Bias in Assessment within Medical Education.Perspectives on medical education · 2025Article
- Knowledge, attitudes and behaviours of evidence-informed practice in respiratory therapy: A cross-sectional survey.Canadian journal of respiratory therapy : CJRT = Revue canadienne de la therapie respiratoire : RCTR · 2025Article
- The Use of Micro-Credentials in Health Professions Education: A Scoping Review.Perspectives on medical education · 2025Article
- Co-Designing a Justice-Oriented Assessment System in a Pediatric Residency Program: Report from the Designing for Equity in Medical Education Project.Perspectives on medical education · 2025Article
- The Perils of Excessively Relying on Medicine's Tradition of Standardization.Perspectives on medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
contextDespite increasing discussion and scholarship, equity in assessment is rarely defined and distinguished in a way that allows for shared understanding in medical education. This paper seeks to clarify and expand the conversation about equity in assessment by critically reviewing three distinct and evolving orientations toward equity in assessment. Orientations refers to the positions, attitudes, interests or priorities individuals can hold toward equity in assessment. The three orientations include fairness-oriented assessment, assessment for inclusion and justice-oriented assessment. While fairness-oriented assessment is a prevailing orientation in medical education, assessment for inclusion and justice-oriented assessment, originally developed in other fields of education, deserve careful consideration.
methodsIn this paper, the authors explore unique underpinning assumptions of each orientation by critically examining the foundational literature of each orientation. They reflect on the unique perspectives each orientation provides, including the actions one might take and what advantages and disadvantages might result from looking at equity in assessment from any one orientation.
conclusionsInformed by this reflection, the authors propose that to more effectively advance equity in assessment in medical education, those working in the field should clearly identify their respective orientations, intentionally choose methods, tools and measures aligned with their orientations and expand their work by exploring alternative orientations.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.