Inclusion and Belonging for Introverts (and Extroverts) in Graduate Medical Education.

The article discusses the challenges faced by introverted residents in graduate medical education, highlighting biases and misconceptions that may affect their assessment and performance. It emphasizes the need for creating inclusive learning environments that cater to both introverted and extroverted learners. The article provides practical action items for educators to address biases, support introverted learners, and promote fair assessments in clinical settings. It also suggests long-term strategies to redefine performance expectations, revise assessment tools, and incorporate introversion/extroversion into bias training. [Extracted from the article]