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A measurement perspective on affirmative action in US medical education
Journal article   Open access   Peer reviewed

A measurement perspective on affirmative action in US medical education

Clarence D. Kreiter
Medical education online, Vol.18(1), pp.20531-9
01/01/2013
DOI: 10.3402/meo.v18i0.20531
PMCID: PMC3623946
PMID: 23578659
url
https://doi.org/10.3402/meo.v18i0.20531View
Published (Version of record) Open Access

Abstract

Background: The U. S. Supreme Court has recently heard another affirmative action case, and similar programs to promote equitable representation in higher education are being debated and enacted around the world. Understanding the empirical and quantitative research conducted over the last 50 years is important in designing effective and fair initiatives related to affirmative action in medical education. Unfortunately, the quantitative measurement research relevant to affirmative action is poorly documented in the scholarly journals that serve medical education. Methods: This research organizes and documents the measurement literature relevant to enacting affirmative action within the medical school environment, and should be valuable for informing future actions. It provides summaries of those areas where the research evidence is strong and highlights areas where more research evidence is needed. To structure the presentation, 10 topic areas are identified in the form of research questions. Results: Measurement evidence related to these questions is reviewed and summarized to provide evidence-based answers. Conclusions: These answers should provide a useful foundation for making important decisions regarding the use of racial diversity initiatives in medical education.
 Education & Educational Research Social Sciences

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