Reconstructing Neurath’s Ship: A Case Study in Reevaluating Equity in a Program of Assessment

Author:

Kinnear Benjamin1ORCID,Weber Danielle E.2,Schumacher Daniel J.3,Edje Louito4,Warm Eric J.5,Anderson Hannah L.6

Affiliation:

1. B. Kinnearis associate professor of internal medicine and pediatrics, Departments of Pediatrics and Internal Medicine, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID:.

2. D.E. Weberis assistant professor of internal medicine and pediatrics, Departments of Pediatrics and Internal Medicine, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID:

3. D.J. Schumacheris tenured professor of pediatrics, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID:.

4. L. Edjeis professor of family and community medicine, Department of Medical Education and Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio.

5. E.J. Warmis professor of internal medicine and program director, Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID:.

6. H.L. Andersonis clinical research associate, Department of Pediatrics, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania; ORCID:.

Abstract

Inequity in assessment has been described as a “wicked problem”—an issue with complex roots, inherent tensions, and unclear solutions. To address inequity, health professions educators must critically examine their implicit understandings of truth and knowledge (i.e., their epistemologies) with regard to educational assessment before jumping to solutions. The authors use the analogy of a ship (program of assessment) sailing on different seas (epistemologies) to describe their journey in seeking to improve equity in assessment. Should the education community repair the ship of assessment while sailing or should the ship be scrapped and built anew? The authors share a case study of a well-developed internal medicine residency program of assessment and describe efforts to evaluate and enable equity using various epistemological lenses. They first used a postpositivist lens to evaluate if the systems and strategies aligned with best practices, but found they did not capture important nuances of what equitable assessment entails. Next, they used a constructivist approach to improve stakeholder engagement, but found they still failed to question the inequitable assumptions inherent to their systems and strategies. Finally, they describe a shift to critical epistemologies, seeking to understand who experiences inequity and harm to dismantle inequitable systems and create better ones. The authors describe how each unique sea promoted different adaptations to their ship, and challenge programs to sail through new epistemological waters as a starting point for making their own ships more equitable.

Publisher

Ovid Technologies (Wolters Kluwer Health)

Subject

Education,General Medicine

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