2022 NICE Conference: Paying it Forward Bibliography
- Steele C. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. W.W. Norton; 2011. https://www.google.com/books/edition/Whistling_Vivaldi_How_Stereotypes_Affect/QknUdjqhEJcC?hl=en&gbpv=0
- Ladson-Billings G. From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher. 2006;35(7):3-12. https://dx.doi.org/10.3102/0013189x035007003
- Kendi IX. Stamped from the Beginning: The Definitive History of Racist Ideas in America. Public Affairs; 2016. https://www.google.com/books/edition/Stamped_from_the_Beginning/e_3cCgAAQBAJ?hl=en&gbpv=0
- Low D, Pollack SW, Liao ZC, et al. Racial/Ethnic Disparities in Clinical Grading in Medical School. Teach Learn Med. 2019;31(5):487-496. https://dx.doi.org/10.1080/10401334.2019.1597724
- Colson ER, Pérez M, Blaylock L, et al. Washington University School of Medicine in St. Louis Case Study: A Process for Understanding and Addressing Bias in Clerkship Grading. Acad Med. 2020;95(12S):S131-S135. https://dx.doi.org/10.1097/acm.0000000000003702
- Bullock JL, Lai CJ, Lockspeiser T, et al. In Pursuit of Honors: A Multi-Institutional Study of Students’ Perceptions of Clerkship Evaluation and Grading. Acad Med. 2019;94(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 58th Annual Research in Medical Education Sessions):S48-S56. https://dx.doi.org/10.1097/acm.0000000000002905
- Rojek AE, Khanna R, Yim JWL, et al. Differences in Narrative Language in Evaluations of Medical Students by Gender and Under-represented Minority Status. J Gen Intern Med. 2019;34(5):684-691. https://dx.doi.org/10.1007/s11606-019-04889-9
- Lucey CR, Hauer KE, Boatright D, Fernandez A. Medical Education’s Wicked Problem: Achieving Equity in Assessment for Medical Learners. Acad Med. 2020;95(12S):S98-S108. https://dx.doi.org/10.1097/acm.0000000000003717
- Conn CA, Bohan KJ, Pieper SL, Musumeci M. Validity inquiry process: Practical guidance for examining performance assessments and building a validity argument. Stud Educ Eval. 2020;65:100843. https://dx.doi.org/10.1016/j.stueduc.2020.100843
- Royal KD. Four tenets of modern validity theory for medical education assessment and evaluation. Adv Medical Educ Pract. 2017;8:567-570. https://dx.doi.org/10.2147/amep.s139492
- Fyfe M, Horsburgh J, Blitz J, Chiavaroli N, Kumar S, Cleland J. The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools. Perspectives Medical Educ. 2022;11(1):1-14. https://dx.doi.org/10.1007/s40037-021-00696-3
- Hope D, Dewar A, Hothersall EJ, Leach JP, Cameron I, Jaap A. Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools. Bmj Open. 2021;11(9):e046056. https://dx.doi.org/10.1136/bmjopen-2020-046056
- Larsen DP, Butler AC, III HLR. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43(12):1174-1181. https://dx.doi.org/10.1111/j.1365-2923.2009.03518.x
- Tai J, Ajjawi R, Umarova A. How do students experience inclusive assessment? A critical review of contemporary literature. Int J Inclusive Educ. Published online 2021:1-18. https://dx.doi.org/10.1080/13603116.2021.2011441