Abstract
Recent work revealed that ethnic minority gp-trainees are more at risk of underperformance than their majority peers. We argue that causes for underperformance can be identified from two perspectives, namely that of the trainees (‘them’) and that of the assessors and the institution (‘us’). Potential impeding factors from the student perspective include lack of practical clinical skills and differences in communication styles. At the level of the assessors, it is important to consider in-group bias and individual assessors’ perceptions and preferences. Finally, possible factors at the institutional level are type of evaluation system used and organizational culture. Questions are raised regarding the existence of one golden rule for doctor-patient communication and the role of the hidden curriculum in negatively influencing social and academic outcomes for minority trainees. The urge is for creating an inclusive learning environment ensuring psychological safety and talent usage for all our future doctors.