Viren Naik¹
Brent Kvern²
1 Medical Council of Canada
2 College of Family Physicians of Canada 

Background:
High-stakes certification examinations play a crucial role in ensuring the competence and proficiency of professionals in various fields, including healthcare. However, appeals and accommodations for these examinations present significant challenges for both test takers and certification bodies. This interactive workshop aims to explore approaches and legal considerations in appeals and accommodations, specifically focusing on the context of Australia and Canada. 

Importance for Research and Practice:
Understanding the complexities and legal aspects of appeals and accommodations for high-stakes certification examinations is vital for both researchers and practitioners. This workshop will provide insights into the current landscape, promote discussion on best practices, and explore potential solutions to ensure validity, fairness and equity in the certification process. 

Workshop Format and Participant Engagement Methods:
The workshop will utilize a combination of case studies, group discussions, and interactive exercises to engage participants actively. Real case examples will be presented, highlighting the nuances of appeals and accommodations for high-stakes certification examinations. Participants will have the opportunity to analyze these cases, discuss potential strategies, and explore legal considerations through guided group activities. 

Target Participants:
This workshop is suitable for professionals involved in high-stakes certification examinations, including representatives from certification bodies, legal experts, test developers, policymakers, and individuals interested in the intersection of assessment and the law. The workshop aims to facilitate cross-disciplinary dialogue and knowledge sharing. 

Workshop Level:
This workshop is designed for intermediate-level participants who possess a foundational understanding of the certification process and the legal considerations surrounding assessment practices. It is suitable for individuals seeking to deepen their knowledge and engage in practical discussions and problem-solving related to appeals and accommodations. 

a) Enhanced understanding of the legal framework and considerations involved in appeals and accommodations for high-stakes certification examinations in Australia and Canada. 

b) Identification of best practices and strategies for managing appeals and accommodations, ensuring fairness and integrity in the certification process. 

c) Increased awareness of the potential implications and consequences of decisions related to appeals and accommodations. 

d) Promotion of collaboration and knowledge exchange among participants, fostering a multidisciplinary approach to addressing challenges in this domain. 

The workshop outcomes may serve as a foundation for further research and practice in the field. Continued exploration of legal frameworks, policy development, and the impact of appeals and accommodations on certification outcomes can contribute to the improvement of assessment practices and the overall fairness of high-stakes certification processes. 

Maximum Number of Participants:
The workshop is designed to accommodate a maximum of 50 participants to ensure active engagement and meaningful discussions. 

References (maximum three) 

Hu WCY, Dillon HCB, Wilkinson TJ. Educators as Judges: Applying Judicial Decision- Making Principles to High-Stakes Education Assessment Decisions. Teaching and Learning in Medicine 2023, 35(2), 168-79. 

Harrison AG et al. Learning disability documentation submitted by osteopathic medical students. Appl Neuropsychol Adult 2021, 28 (2), 245-56. 

Lyn Sonnenberg^1,2
Constance LeBlanc^3,4, Victor Do⁵ and Jamiu Busari⁶
1 Royal College of Physicians and Surgeons of Canada 2 University of Alberta
3 Dalhousie University
4 Association of Faculties of Medicine in Canada
5 University of Toronto
6 Maastricht University 

Recognizing the importance of reforming our institutions to embed equity, diversity and inclusivity (EDI), leaders must take the initiative to enact meaningful change. The Inclusive Excellence (IE) framework and scorecard provide an evidence-informed action and assessment structure to inform this development. It is designed to integrate equity, diversity, and inclusivity into the core of organization structure and function, providing actionable goals, strategies and measures. Alongside our published six steps framework for practicing critical allyship (being, knowing, feeling, doing, promoting, and acting), we aim to empower individuals to practice allyship, reduce microaggressions, and address racism in health professions education, providing a space for meaningful growth for learners, staff, and faculty. 

This topic of assessing the progress toward Inclusive Excellence is important to provide tangible and objective ways of measuring our progress toward social justice across educational and institutional programs. 

After briefly introducing the five domains of the Inclusive Excellence framework (Access and Success, Institutional Climate and Intergroup Relations, Education and Scholarship, Institutional Infrastructure, and Community Engagement) and scorecard, we will engage in small group dialogue to share challenges, work plans and strategies for success with peers. Two real-life scenarios will be presented and “unpacked” in facilitated group discussion using the IE scorecard. Drawing on participant-lived experiences, we will integrate the Inclusive Excellence and Six Steps for practicing Critical Allyship frameworks to support participants in developing practical skills for use in their individual contexts. 

All leaders, educators, and learners who wish to learn actionable steps for engaging structural changes to promote equity, diversity, and inclusivity in health professions education are encouraged to attend. While the workshop is designed for those with more advanced-level knowledge/skills, we will provide an on-ramp for all levels of learning. Participants will leave this session with knowledge of the Inclusive Excellence framework (already adopted by many universities) and the Six Steps to Allyship, and with new strategies to make meaningful change within their settings. 

As such, participants will be able to: 

Maximum number of participants: 40 

References (maximum three)