In 2013, the Accreditation Council for Graduate Medical Education (ACGME) affirmed its commitment to competency-based medical education and introduced semiannual, structured formative assessments using milestone assessments.¹ Milestone achievements inform but do not determine high-stakes summative decisions on resident promotion and readiness for independent practice. Yet, as training paradigms shift to objective and competency-based assessment, some have raised concerns that assessments may be subject to biases, such as sex bias.²

中文翻译：

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里程碑成就的性别差异——学习或评估偏差的问题？

2013 年，研究生医学教育认证委员会 (ACGME) 确认了其对基于能力的医学教育的承诺，并使用里程碑评估引入了每半年一次的结构化形成性评估。¹里程碑成就告知但不能确定有关居民晋升和独立执业准备情况的高风险总结性决定。然而，随着培训范式转向客观和基于能力的评估，一些人担心评估可能会受到偏见的影响，例如性别偏见。²