Mitigating Bias in Feedback in the Emergency Department

Mitigating bias in learner feedback is critical because it shapes how learners are assessed, the feedback they receive, and the opportunities available to them. Bias in feedback, whether implicit or explicit, has been associated with inequities in training experiences, learner well‐being, and advancement opportunities, which may ultimately impact patient care and team dynamics. This EM Download explores practical strategies to recognize and mitigate bias in feedback within the emergency department, fostering more equitable assessments and stronger learner development. These strategies include approaches that can be implemented by both individual educators during clinical shifts and educational leaders designing programmatic assessment systems. In this discussion, “feedback” refers to both real‐time verbal feedback and written learner evaluations.