Presentation Description
Workshop Facilitators: Dr Beth Bierer, Prof Elizabeth Molloy and Brownell Anderson
The role of bias in assessment has long been recognized as a source of measurement error. Recently, the emphasis on bias in assessment has focused on gender and race/ethnicity. The association between being an introvert (or being quiet as a sign of cultural respect) on performance assessment ratings has received minimal attention in the medical education literature, particularly in graduate medical education (GME). The American Psychological Association defines introversion as a personality trait which, like extraversion, exists as a continuum of attitudes and behaviors. Introverts often appear reserved and are socially and cognitively more reflective than their think-aloud extraverted colleagues. Available studies reveal that introverts receive lower scores on interpersonal behaviors in clerkships. This session will incorporate a difficult teaching/learner case discussion to delineate strategies to share with faculty and introverted learners faced with this assessment challenge. The session will utilize a modified “Morbidity and Mortality” format focused on an actual case of a third year resident who, during their residency exit interview, revealed the perception that their naturally shy/quiet demeanor led to inaccurate assessments of their medical knowledge and decision-making ability. The participants will discuss the case and will be given the opportunity to ask for additional information before generating hypotheses, and articulating what they would say/do during the resident’s exit interview as well as possible long-term solutions for others. There will be a brief summary of the available literature from business and medical education regarding introverts’ behaviors and associated performance assessments.
The role of bias in assessment has long been recognized as a source of measurement error. Recently, the emphasis on bias in assessment has focused on gender and race/ethnicity. The association between being an introvert (or being quiet as a sign of cultural respect) on performance assessment ratings has received minimal attention in the medical education literature, particularly in graduate medical education (GME). The American Psychological Association defines introversion as a personality trait which, like extraversion, exists as a continuum of attitudes and behaviors. Introverts often appear reserved and are socially and cognitively more reflective than their think-aloud extraverted colleagues. Available studies reveal that introverts receive lower scores on interpersonal behaviors in clerkships. This session will incorporate a difficult teaching/learner case discussion to delineate strategies to share with faculty and introverted learners faced with this assessment challenge. The session will utilize a modified “Morbidity and Mortality” format focused on an actual case of a third year resident who, during their residency exit interview, revealed the perception that their naturally shy/quiet demeanor led to inaccurate assessments of their medical knowledge and decision-making ability. The participants will discuss the case and will be given the opportunity to ask for additional information before generating hypotheses, and articulating what they would say/do during the resident’s exit interview as well as possible long-term solutions for others. There will be a brief summary of the available literature from business and medical education regarding introverts’ behaviors and associated performance assessments.