https://www.selleckchem.com/peptide/adh-1.html
Efforts to address inequities in medical education are centered on a dialogue of deficits that highlight negative underrepresented in medicine (UIM) learner experiences and lower performance outcomes. An alternative narrative explores perspectives on achievement and equity in assessment. This study sought to understand UIM learner perceptions of successes and equitable assessment practices. Using narrative research, investigators selected a purposeful sample of self-identified UIM fourth-year medical students and senior-level residents and
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