Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment

Bibliographic Data

ID15747626
AuthorsZareen Zaidi (0000-0003-4328-5766, George Washington University, corresponding author), Daniele Ölveczky (0000-0001-8972-4483, Harvard University), Nicole Pérez (0000-0002-4773-201X, University of Illinois Chicago), Paolo C Martin (0000-0002-7720-5667, Uniformed Services University of the Health Sciences), Andrés Fernández (0000-0003-3830-3595, Thomas Jefferson University), Philicia Duncan (The Ohio State University Wexner Medical Center), Hannah L Kakara Anderson (0000-0002-9435-1535, Children's Hospital of Philadelphia)
Year2024
Volume26
Issue1
PagesE12-20
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe AMA Journal of Ethic (JOURNAL)
Journal identifiersISSN: 2376-6980 • E-ISSN: 2376-6980
PublisherAmerican Medical Association (PUBLISHER • US)
DOI10.1001/amajethics.2024.12
PMID38180854
OpenAlexW4390619136
LanguageEN
References cited6

This article suggests how competency-based medical education should robustly integrate health equity by focusing on physicians' responsibilities to (1) know why and how underlying structural mechanisms contribute to health equity and then (2) take action to achieve health equity in their practice. This article first canvasses currently available frameworks for helping trainees cultivate these 2 specific skills of discernment and action. This article then offers strategies for teaching and assessing these skills in specific learning activities

Action (physics · Discernment · Engineering ethics · Epistemology · Equity (law · Health equity · Medical education · Political science · Public health · Public relations · Engineering · Health Sciences Research and Education · Innovations in Medical Education · Medicine · Nursing · Psychology

Tools

Open DOIOpen Access