Table 1
Table of definitions
|
Term |
Definition |
|---|---|
|
Equity |
Equity refers to comparability, whether in educational or assessment practices. Fairness from an equity standpoint ensures that trainees have comparable opportunities to learn, and then demonstrate new knowledge and skills, given their unique backgrounds [20, 22, 23]. Similar outcomes for subgroups, such as female trainees in male-dominated specialties, would be one indicator of fair treatment from an ‘equity’ perspective [18–20] |
|
Equality |
Equality refers to equal practice or treatment [19]. An outgrowth of equality concerns in testing is the use of standardized tests, such as in-training exams and board exams, [19–21] to ensure that all learners in an identical fashion. Fairness from an equality standpoint also ensures that all trainees are treated in a non-discriminatory fashion within learning environments |
|
Competence Committees |
Training programs accredited by the Accreditation Council for Graduate Medical Education must establish Clinical Competency Committees, which are responsible for reviewing resident evaluations, assessments, and artifacts, synthesizing all information, and advising program leadership on resident progression related to national competency criteria (milestones) set for all trainees within a specific program [16]. Canadian postgraduate medical education training programs will soon be utilizing competence committees for similar purposes [28] |
|
Milestones |
Milestones are competency-based, developmental markers used to determine learner progression through a training program |
|
Program Evaluation Committee |
Accreditation Council for Graduate Medical Education training programs are required to establish Program Evaluation Committees, which monitor, maintain, and revise all aspects of the residency program curriculum |