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In an effort to create a meaningful but reduced set of institutional core competencies, the Oregon Health & Science University (OHSU) Core Competency Project was developed. This paper reviews the importance of core competencies as a unifying institutional tool to examine equitable outcomes for all learners across schools and programs and to meet the expectations of external accreditors. Researchers utilized textual analysis to collect data from 60+ accreditors' guidelines and constant comparative analysis to interpret the data. The results of the study highlight a data-informed approach to competency development that engages stakeholders and provides an approach for other institutions to consider. This research study occurred in the midst of community calls for social justice and during a global pandemic, and these social contexts impacted the study in significant ways. It is from a process of rigorous debate paired with passionate calls for change that meaningful core competency definitions emerged. Researchers conclude by reflecting on the lessons learned from core competency development in times of crisis.

To produce actionable and accessible assessment findings that drive innovation and improvement, strategies should be implemented at the national and local level throughout each stage of the assessment process. Fostering these findings is the need to authentically engage stakeholders throughout the assessment process. Done well, the engagement of stakeholders' aids in the creation of relevant outcomes, and, importantly, sharing results using strong data visualization techniques with data storytelling elements. This paper is a summary of the strategies and tactics compiled to address the Grand Challenges in Assessment initiative. The authors listed in this project contributed many hours of discussion, literature review, professional scholarship, and shared personal experiences at their institutions. The product is a collaboration that cannot be attributed to one person or to rank the efforts of team member contributions. The first two listed authors cochaired the group, and the team members are listed as authors in alphabetical order.

This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions. [ABSTRACT FROM AUTHOR]

In order to increase the number of health care providers in underserved communities, numerous efforts are being made to increase the number of Black students in the health professions. Research supports the idea that individuals from minority populations seek doctors of the same race or culture. In an effort to provide increased health care to minority communities, researchers and educators endeavor to understand the factors that prevent Black students from matriculating in and graduating from professional schools. In this study we explored how students persist in health professions, despite academic and social challenges. Specifically, the career persistence of four Black pre-health students was explored using semi-structured interviews. Career persistence and motivation were investigated using the framework of self-determination theory (SDT). Results indicate that the SDT framework does not fully incorporate the motivational experiences of these students. Further, we propose an expansion of the current SDT model. (Contains 1 table, 4 figures, and 15 footnotes.)

As medical and health professions education (HPE) fields shift towards frameworks of justice, equity, diversity and inclusion (JEDI), there has been an increased focus on addressing the environments of learning to understand hierarchies of power and create better learning experiences for students who have historically been marginalised in these fields. We propose the haunted curriculum as an evocative conceptual framing to engage with the aspects of medical and HPE that are toxic and troubling to learners and to understand how violent histories continue to loom large and permeate the present. The haunted curriculum examines how forms of oppression and injustice, such as racism and ableism, are always ever‐present and often arise in unexpected ways during training. The haunted curriculum also helps to uncover how environments of training and professionalisation may themselves inflict these forms of oppression and injustice and may be ideal spaces to counter them. [ABSTRACT FROM AUTHOR]