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The article discusses the importance of equity, diversity, and inclusion (EDI) in health profession education, specifically in the context of workplace-based assessment (WBA) in postgraduate medical education (PGME). The authors highlight the need to address systemic racism and power dynamics, which are often overlooked in current reforms. They suggest that entrustable professional activities (EPAs) may offer a promising approach to reducing bias in WBA, but deliberate and conscious efforts are necessary to ensure fair and comprehensive assessments. The article emphasizes the importance of critical and intersectional approaches to advancing equity in health profession education. [Extracted from the article]