There is a widely held perception that being able to complete a test quickly is an indication of mastery when compared with those who need more time. As a result, it is often difficult to obtain accommodations on high stakes examinations, including the USMLE exams. Many students who request extra time because of a disability are denied accommodations and many other students who need it aren't eligible (e.g., English is a second language) or are inhibited from applying (e.g., Veterans, students from certain cultural backgrounds). But what does the evidence show? In this episode we interview an expert on the topic about a paper she authored titled Four Empirically Based Reasons Not to Administer Time-Limited Tests. The implications are profound because this is a problem we can fix, significantly improving high stakes assessment, equity, and inclusivity.
Medical Gaslighting: Why Are We A--holes?
Urine Drug Screening: How it can traumatize patients and undermine the physician-patient relationship without helping anyone
Pursuing a Medical Career While Black: What it Takes and Why it Matters
Rescuing medical professionalism: Could “cup-of-coffee conversations” do more good than committees and letters-to-the-file?
Why Residents Unionize
Opioids and the physician-patient relationship: What are we getting wrong?
False Positives Traumatize Patients...If Clinicians Aren't Careful
Healing Interactions: What are they made of?
Kind People on Airplanes
When an attending yells at a resident
When your patient has a Swastika tattoo
About me being racist: A conversation that follows an apology
The Dartmouth Debacle: Why the culture of medical education needs to change
Vaccine Hesitancy and the Doctor-Patient Relationship
Engagement and Boundary Clarity:
Judgementalism
Contextualizing Care: What it means and why it matters
Part 2: International Medicine
Part 1. International Medicine
My Learning Disability
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