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

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 practi...

Full description

Saved in:
Bibliographic Details
Published in:AMA journal of ethics 2024-01, Vol.26 (1), p.E12-20
Main Authors: Zaidi, Zareen, Ölveczky, Daniele, Perez, Nicole A, Martin, Paolo C, Fernandez, Andres, Duncan, Philicia, Anderson, Hannah L
Format: Article
Language:English
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by
cites
container_end_page 20
container_issue 1
container_start_page E12
container_title AMA journal of ethics
container_volume 26
creator Zaidi, Zareen
Ölveczky, Daniele
Perez, Nicole A
Martin, Paolo C
Fernandez, Andres
Duncan, Philicia
Anderson, Hannah L
description 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.
doi_str_mv 10.1001/amajethics.2024.12
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2911845179</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2911845179</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2132-5e3062f50e6f8b2e6f8c9a13d4503d8934c9128d9fa41281ea40f3af629064cd3</originalsourceid><addsrcrecordid>eNpNkDtPwzAUhS0EolXpH2BAHllS_Epqj1VVaKUKliI2LNe5Jil5tHYilH9PqpbHcs8dzneGD6FbSiaUEPpgSrODJsttmDDCxISyCzRkfJpEiZLk8t8_QOMQdqSHRCJVrK7RgEsqiYzFEL2_ZR2e1-UeGqhshx-9KeGr9p8BzzzgVRVa53KbQ9UUHX5uTWUhxa72eAmmaDK8OLR50-ENGJvl1Qc2VYpnIUAIZc_coCtnigDjc47Q6-NiM19G65en1Xy2jiyjnEUxcJIwFxNInNyy47XKUJ6KmPBUKi6sokymyhnRJwUjiOPGJUyRRNiUj9D9aXfv60MLodFlHiwUhamgboNmilIpYjpVfZWdqtbXIXhweu_z0vhOU6KPavWfWn1UqynrobvzfrstIf1FfkTyb--kd00</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2911845179</pqid></control><display><type>article</type><title>Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment</title><source>Freely Accessible Science Journals - check A-Z of ejournals</source><creator>Zaidi, Zareen ; Ölveczky, Daniele ; Perez, Nicole A ; Martin, Paolo C ; Fernandez, Andres ; Duncan, Philicia ; Anderson, Hannah L</creator><creatorcontrib>Zaidi, Zareen ; Ölveczky, Daniele ; Perez, Nicole A ; Martin, Paolo C ; Fernandez, Andres ; Duncan, Philicia ; Anderson, Hannah L</creatorcontrib><description>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.</description><identifier>ISSN: 2376-6980</identifier><identifier>EISSN: 2376-6980</identifier><identifier>DOI: 10.1001/amajethics.2024.12</identifier><identifier>PMID: 38180854</identifier><language>eng</language><publisher>United States</publisher><ispartof>AMA journal of ethics, 2024-01, Vol.26 (1), p.E12-20</ispartof><rights>Copyright 2024 American Medical Association. All Rights Reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27900,27901</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38180854$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Zaidi, Zareen</creatorcontrib><creatorcontrib>Ölveczky, Daniele</creatorcontrib><creatorcontrib>Perez, Nicole A</creatorcontrib><creatorcontrib>Martin, Paolo C</creatorcontrib><creatorcontrib>Fernandez, Andres</creatorcontrib><creatorcontrib>Duncan, Philicia</creatorcontrib><creatorcontrib>Anderson, Hannah L</creatorcontrib><title>Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment</title><title>AMA journal of ethics</title><addtitle>AMA J Ethics</addtitle><description>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.</description><issn>2376-6980</issn><issn>2376-6980</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNpNkDtPwzAUhS0EolXpH2BAHllS_Epqj1VVaKUKliI2LNe5Jil5tHYilH9PqpbHcs8dzneGD6FbSiaUEPpgSrODJsttmDDCxISyCzRkfJpEiZLk8t8_QOMQdqSHRCJVrK7RgEsqiYzFEL2_ZR2e1-UeGqhshx-9KeGr9p8BzzzgVRVa53KbQ9UUHX5uTWUhxa72eAmmaDK8OLR50-ENGJvl1Qc2VYpnIUAIZc_coCtnigDjc47Q6-NiM19G65en1Xy2jiyjnEUxcJIwFxNInNyy47XKUJ6KmPBUKi6sokymyhnRJwUjiOPGJUyRRNiUj9D9aXfv60MLodFlHiwUhamgboNmilIpYjpVfZWdqtbXIXhweu_z0vhOU6KPavWfWn1UqynrobvzfrstIf1FfkTyb--kd00</recordid><startdate>20240101</startdate><enddate>20240101</enddate><creator>Zaidi, Zareen</creator><creator>Ölveczky, Daniele</creator><creator>Perez, Nicole A</creator><creator>Martin, Paolo C</creator><creator>Fernandez, Andres</creator><creator>Duncan, Philicia</creator><creator>Anderson, Hannah L</creator><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20240101</creationdate><title>Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment</title><author>Zaidi, Zareen ; Ölveczky, Daniele ; Perez, Nicole A ; Martin, Paolo C ; Fernandez, Andres ; Duncan, Philicia ; Anderson, Hannah L</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2132-5e3062f50e6f8b2e6f8c9a13d4503d8934c9128d9fa41281ea40f3af629064cd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Zaidi, Zareen</creatorcontrib><creatorcontrib>Ölveczky, Daniele</creatorcontrib><creatorcontrib>Perez, Nicole A</creatorcontrib><creatorcontrib>Martin, Paolo C</creatorcontrib><creatorcontrib>Fernandez, Andres</creatorcontrib><creatorcontrib>Duncan, Philicia</creatorcontrib><creatorcontrib>Anderson, Hannah L</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>AMA journal of ethics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zaidi, Zareen</au><au>Ölveczky, Daniele</au><au>Perez, Nicole A</au><au>Martin, Paolo C</au><au>Fernandez, Andres</au><au>Duncan, Philicia</au><au>Anderson, Hannah L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment</atitle><jtitle>AMA journal of ethics</jtitle><addtitle>AMA J Ethics</addtitle><date>2024-01-01</date><risdate>2024</risdate><volume>26</volume><issue>1</issue><spage>E12</spage><epage>20</epage><pages>E12-20</pages><issn>2376-6980</issn><eissn>2376-6980</eissn><abstract>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.</abstract><cop>United States</cop><pmid>38180854</pmid><doi>10.1001/amajethics.2024.12</doi><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 2376-6980
ispartof AMA journal of ethics, 2024-01, Vol.26 (1), p.E12-20
issn 2376-6980
2376-6980
language eng
recordid cdi_proquest_miscellaneous_2911845179
source Freely Accessible Science Journals - check A-Z of ejournals
title Why Competency Frameworks Are Insufficiently Nuanced for Health Equity Teaching and Assessment
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-24T07%3A29%3A05IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Why%20Competency%20Frameworks%20Are%20Insufficiently%20Nuanced%20for%20Health%20Equity%20Teaching%20and%20Assessment&rft.jtitle=AMA%20journal%20of%20ethics&rft.au=Zaidi,%20Zareen&rft.date=2024-01-01&rft.volume=26&rft.issue=1&rft.spage=E12&rft.epage=20&rft.pages=E12-20&rft.issn=2376-6980&rft.eissn=2376-6980&rft_id=info:doi/10.1001/amajethics.2024.12&rft_dat=%3Cproquest_cross%3E2911845179%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c2132-5e3062f50e6f8b2e6f8c9a13d4503d8934c9128d9fa41281ea40f3af629064cd3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2911845179&rft_id=info:pmid/38180854&rfr_iscdi=true