Three Things Schools Should Do to Make Advancement Assessment Just
Bibliographic Data
| ID | 15747486 |
|---|---|
| Authors | Marjorie Westervelt (0000-0003-1439-6168, University of California, Davis, corresponding author), Darius Billingsley (University of California, Davis), Maya London (0000-0002-4422-9953, University of California Davis Medical Center), Tonya L Fancher (0000-0001-5486-6123, University of California, Davis) |
| Year | 2021 |
| Volume | 23 |
| Issue | 12 |
| Pages | E937-945 |
| Publication date | 2021-01-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The AMA Journal of Ethic (JOURNAL) |
| Journal identifiers | ISSN: 2376-6980 • E-ISSN: 2376-6980 |
| Publisher | American Medical Association (PUBLISHER • US) |
| DOI | 10.1001/amajethics.2021.937 |
| OpenAlex | W4207084098 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
This article considers how student advancement assessment in American medical schools undermines equity. Although much attention is paid to admissions processes’ capacity to diversify the physician workforce
Economic Justice · Equity (law · Graduation (instrument · Medical education · Pedagogy · Political science · Public relations · Social justice · Social science · Sociology · Workforce · Diversity and Career in Medicine · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |