Hannah Kakara Anderson, Pricilla Cabral, Emma Gerstenzang, Christine Liverpool, Marciel Gonzalez, Anna Weiss, Danielle Cullen, Dorene Balmer, Marjan Govaerts, Daniel C West, Jamiu Busari
{"title":"在儿科住院医师项目中共同设计一个以公正为导向的评估系统：来自医学教育公平设计项目的报告。","authors":"Hannah Kakara Anderson, Pricilla Cabral, Emma Gerstenzang, Christine Liverpool, Marciel Gonzalez, Anna Weiss, Danielle Cullen, Dorene Balmer, Marjan Govaerts, Daniel C West, Jamiu Busari","doi":"10.5334/pme.1541","DOIUrl":null,"url":null,"abstract":"<p><strong>Background and need for innovation: </strong>There is a large body of evidence that assessment systems in medical education are inequitable for many groups of learners. A common approach to improve equity has been the use of organizational strategies, where training program leaders work to develop and implement improvements in existing assessment systems from their perspective to improve equity. However, emerging assessment approaches, such as justice-oriented assessment, argue that assessment systems must be made more equitable by critique and re-building through co-design with learners, assessors, and other key users. Little is known about how to apply these methods to workplace-based assessment in medical education.</p><p><strong>Goal of innovation: </strong>To fill the knowledge gap about how to co-design a more equitable, justice-oriented, workplace-based assessment system in pediatric post-graduate medical education.</p><p><strong>Steps taken for development and implementation of innovation: </strong>Using the Design Justice framework, the authors completed 4 of the 5 phases of Design Thinking to co-design with learners and other users a workplace-based assessment system in their institution's pediatric residency program.</p><p><strong>Evaluation of innovation: </strong>To understand whether and how Design Justice principles were present and operationalized in the process of co-designing the assessment system, the authors evaluated the design activities in each phase of the Design Thinking process, the outputs of the design process, and the experiences of participating users.</p><p><strong>Critical reflection: </strong>Evidence of Design Justice principles included participants' feelings of being heard, affirmed, and empowered, as well as the design teams' iterative, critical reflection on making the project accessible, accountable, sustainable, and collaborative. This project offers a practical example of co-designing a justice-oriented assessment system, the process and principles of which can inform the efforts of advancing equity in assessment.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"141-148"},"PeriodicalIF":3.9000,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11987879/pdf/","citationCount":"0","resultStr":"{\"title\":\"Co-Designing a Justice-Oriented Assessment System in a Pediatric Residency Program: Report from the Designing for Equity in Medical Education Project.\",\"authors\":\"Hannah Kakara Anderson, Pricilla Cabral, Emma Gerstenzang, Christine Liverpool, Marciel Gonzalez, Anna Weiss, Danielle Cullen, Dorene Balmer, Marjan Govaerts, Daniel C West, Jamiu Busari\",\"doi\":\"10.5334/pme.1541\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background and need for innovation: </strong>There is a large body of evidence that assessment systems in medical education are inequitable for many groups of learners. 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Little is known about how to apply these methods to workplace-based assessment in medical education.</p><p><strong>Goal of innovation: </strong>To fill the knowledge gap about how to co-design a more equitable, justice-oriented, workplace-based assessment system in pediatric post-graduate medical education.</p><p><strong>Steps taken for development and implementation of innovation: </strong>Using the Design Justice framework, the authors completed 4 of the 5 phases of Design Thinking to co-design with learners and other users a workplace-based assessment system in their institution's pediatric residency program.</p><p><strong>Evaluation of innovation: </strong>To understand whether and how Design Justice principles were present and operationalized in the process of co-designing the assessment system, the authors evaluated the design activities in each phase of the Design Thinking process, the outputs of the design process, and the experiences of participating users.</p><p><strong>Critical reflection: </strong>Evidence of Design Justice principles included participants' feelings of being heard, affirmed, and empowered, as well as the design teams' iterative, critical reflection on making the project accessible, accountable, sustainable, and collaborative. 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Co-Designing a Justice-Oriented Assessment System in a Pediatric Residency Program: Report from the Designing for Equity in Medical Education Project.
Background and need for innovation: There is a large body of evidence that assessment systems in medical education are inequitable for many groups of learners. A common approach to improve equity has been the use of organizational strategies, where training program leaders work to develop and implement improvements in existing assessment systems from their perspective to improve equity. However, emerging assessment approaches, such as justice-oriented assessment, argue that assessment systems must be made more equitable by critique and re-building through co-design with learners, assessors, and other key users. Little is known about how to apply these methods to workplace-based assessment in medical education.
Goal of innovation: To fill the knowledge gap about how to co-design a more equitable, justice-oriented, workplace-based assessment system in pediatric post-graduate medical education.
Steps taken for development and implementation of innovation: Using the Design Justice framework, the authors completed 4 of the 5 phases of Design Thinking to co-design with learners and other users a workplace-based assessment system in their institution's pediatric residency program.
Evaluation of innovation: To understand whether and how Design Justice principles were present and operationalized in the process of co-designing the assessment system, the authors evaluated the design activities in each phase of the Design Thinking process, the outputs of the design process, and the experiences of participating users.
Critical reflection: Evidence of Design Justice principles included participants' feelings of being heard, affirmed, and empowered, as well as the design teams' iterative, critical reflection on making the project accessible, accountable, sustainable, and collaborative. This project offers a practical example of co-designing a justice-oriented assessment system, the process and principles of which can inform the efforts of advancing equity in assessment.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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