2024-02-232024-02-232023https://hdl.handle.net/10125/107858As students progress through the clinical clerkship, they are rapidly incorporating newly learned skills and experiences to apply to subsequent clinical encounters. Working together with learners, faculty, and student affairs leadership to improve our clinical grading system, real-time brief feedback from instructors was identified as the most crucial missing element to the growth and development of our learners. In contrast to end of- rotation feedback, at which point any constructive information would only be useful to future clerkships, real-time documented feedback allows the learner the opportunity to reflect on that feedback and adjust strategies as needed before summative assessment. In this workshop, we demonstrate a micro-assessment tool in which learners can elicit feedback from the teacher immediately after a clinical encounter, then view that feedback within minutes directly on their devices. The disparate impact of assessment in clerkships on students of color has been well-documented. Use of bias mitigation strategies in design and deployment may reduce these disparities making equitable education more accessible to all learners. Standardizing real-time feedback may reduce bias by systematically requiring teachers to document concrete areas for improvement that a learner may act upon prior to summative assessment.http://rightsstatements.org/vocab/InC/1.0/