CREATING A LEVEL PLAYING FIELD: ADDRESSING GENDER BIAS IN UNDERGRADUATE MEDICAL STUDENT ASSESSMENTS

Bibi Aliya, Farooq Ahmed, Lubna Kashif, Brekhna Jamil
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Abstract

Objectives: To identify the mechanisms to reduce gender bias during assessments in undergraduate medical education. Material and Methods: A qualitative study with a phenomenological study design was conducted at a Public and Private Med- ical College in Peshawar, Pakistan, from July 2020 to October 2020. In this qualitative study, four gender-specific focal group interviews with undergraduate medical students and 10 individual interviews with senior faculty members were conducted by using a pre-tested & validated semi-structured interview guide. The interviews were recorded and transcribed verbatim. The thematic analysis of the data was done where codes were developed and organized into distinct categories giving rise to discrete themes. Data triangulation was done to increase the credibility and authenticity of the study. Results: Out of 24 students and 10 faculty members, half of the participants were females who shared their perceptions about mechanisms to counteract gender bias in medical education. The analysis revealed 24 codes that were labeled and organized into 10 categories. The 4 themes deducted from these categories were Anti-Bias Training, Surveillance of Exam- ination, Psychological Evaluation of Students & Faculty, and Transparency & Accountability. Conclusion: Gender bias can substantially affect medical students’ capacity to learn and succeed in their careers, is a well-es- tablished fact. Thus, to reduce gender bias in medical education, medical schools must take more excellent initiatives and promote anti-bias awareness sessions & workshops, post-examination feedback & reporting systems, and strict surveillance & accountability. Similarly, psychological evaluation of teachers & students, structured examination patterns, and promoting a panel of assessors for high stake exams are other strategies to counteract this issue in undergraduate medical education. Keywords: Assessment, Gender bias, Reduce, Undergraduate Medical Education
创造一个公平的竞争环境:解决本科医学生评估中的性别偏见
目的:探讨减少本科医学教育评估中性别偏见的机制。材料和方法:2020年7月至2020年10月在巴基斯坦白沙瓦的一所公立和私立医学院进行了一项具有现象学研究设计的定性研究。在本质性研究中,采用预先测试的&经过验证的半结构化面试指南。采访被逐字记录下来。在对数据进行专题分析时,编写代码并将其组织成不同的类别,从而产生不同的主题。数据三角化是为了增加研究的可信度和真实性。结果:在24名学生和10名教师中,一半的参与者是女性,她们分享了她们对消除医学教育中性别偏见的机制的看法。分析显示,24个代码被标记并组织为10个类别。从这些类别中扣除的4个主题是:反偏见培训、考试监督、学生心理评估和;教员和透明度问责制。结论:性别偏见会严重影响医学生的学习能力和职业成功,这是一个众所周知的事实。因此,为了减少医学教育中的性别偏见,医学院必须采取更多优秀的举措,并开展反偏见意识课程。工作坊,考试后反馈&报告制度和严格的监督;问责制。同样,教师的心理评价;在本科医学教育中,学生、结构化的考试模式和促进高风险考试的评估小组是解决这一问题的其他策略。关键词:评价;性别偏见;减少
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