Effect of student and preceptor gender on clinical grades in an ambulatory care clerkship

Wang-Cheng, Rebekah; Fulkerson, Phillip K.; Barnas, Gary P.; Lawrence, Steven

doi:10.1097/00001888-199504000-00018

Cited by 31 publications

(16 citation statements)

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“…Conversely, evaluation of clinical performance of final‐year students on core equine and small animal rotations suggested that male students performed slightly better. This observation contrasts with findings in medical education, where no gender effect was observed or where female clinical performance was higher . This may reflect a gender bias based on smaller numbers of male students in veterinary cohorts or may be indicative of inherent difficulties with assessing clinical performance.…”

Section: Discussioncontrasting

confidence: 91%

“…This observation contrasts with findings in medical education, where no gender effect was observed or where female clinical performance was higher. 23,24 This may reflect a gender bias based on smaller numbers of male students in veterinary cohorts or may be indicative of inherent difficulties with assessing clinical performance. In the current study, data from only the two compulsory internal (on campus) rotations were included, as rotations at different distributed practices or based on different elective choices were considered to possibly introduce greater heterogeneity into the data analysis.…”

Section: Discussionmentioning

confidence: 99%

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Student selection to a rural veterinary school. 2: predictors of student performance and attrition

et al. 2019

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Objective To evaluate the extent to which current selection processes at Charles Sturt University, New South Wales, Australia, predict performance within and attrition from the veterinary degree program. Design Retrospective evaluation of application details and student performance data. Methods Database records of 424 students entering the veterinary program were retrieved from university records, including all students graduating (n = 356) or leaving the program without completing (n = 68) between 2005 and 2016. Demographic data were related to results of selection processes and achievement within the degree using univariable and multivariable general linear and logistic regression analyses. Results The grade point average achieved over the 6 years of the degree was influenced by academic achievement prior to entry, gender (females performed ≈ 2% better than males) and interview scores. Preceptor evaluation of final‐year clinical performance was associated with interview scores, gender (males performed ≈ 4% better than females) and residential address at the time of application. Attrition for personal reasons was more common for female students and students who had completed a prior degree, and students who experienced academic or personal attrition had lower written application scores. Factors that have been previously linked to poor academic outcomes, including rural or low socioeconomic background, were not associated with adverse student outcomes. Conclusion Selection processes did not systematically disadvantage students admitted to the degree program. Gender differences in personal attrition and academic and clinical performance warrant further evaluation. Factors in addition to academic aptitude predicted student success.

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Section: Discussioncontrasting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Student selection to a rural veterinary school. 2: predictors of student performance and attrition

et al. 2019

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“…The differences in teaching perceptions related to resident gender are more difficult to explain. Gender differences have been found in medical school grading and in numerical scores from the American Board of Internal Medicine evaluation forms 13–15 . Additionally, differences in teaching related to the gender composition of the teacher‐student pair have been found during ambulatory patient encounters 16 .…”

Section: Discussionmentioning

confidence: 99%

What do attending physicians contribute in a house officer-based ambulatory continuity clinic?

et al. 2006

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OBJECTIVE:To study the educational contributions of attending physicians in an internal medicine house staff ambulatory clinic. DESIGN:Cross-sectional, self-administered survey.SETTING: University-affiliated general internal medicine practice. PATIENTS/PARTICIPANTS:Internal medicine residents and attendings. MEASUREMENTS AND MAIN RESULTS:Attending and resident perceptions of whether attendings made contributions to teaching points, diagnosis (DX), therapy (RX), and health care maintenance (HCM) were assessed in 428 patient encounters. Resident assessments significantly exceeded attending self-assessments of contributions to teaching points (82% vs 74%, P =.001), DX (44% vs 34%, P =.001), RX (61% vs 55%, P =.02), and HCM (19% vs 15%, P =.04). Both residents and attendings perceived that contributions declined progressively with increasing resident year (Po.05). Primary care and categorical residents assessed attending contributions comparably. However, attendings perceived contributing more to RX and HCM for categorical residents than primary care (Po.05). Male and female residents assessed attending contributions comparably. However, attendings perceived contributing generally more to DX in male residents than female (P =.003). In 8% of encounters, either residents or attendings felt that patient evaluation by the attending was needed. In these encounters with personal patient evaluation by attendings, both residents and attendings felt that attendings made more contributions to DX (P =.001) and teaching points than in other encounters. CONCLUSIONS:Attending physicians consistently underestimate their perceived contributions to house officer ambulatory teaching. Their personal patient evaluation increases assistance with DX and teaching points. Given perceived declining contributions by training year, attendings may need to identify other teaching strategies for interactions with senior residents. I n recent years, medical education has increasingly emphasized training in ambulatory medical practice sites. 1 The Accreditation Council for Graduate Medical Education now specifies that 25% of all training be in ambulatory sites. 2 Program objectives and formats for ambulatory care training have been described. 2-5 However, there is little information about the effectiveness of attending teaching contributions in ambulatory medical education. Nor is there substantial information regarding the educational experience and learning outcomes of medical residents in these settings. 6,7 In contrast to hospital inpatient settings where faculty members, subspecialty fellows, students, and senior residents all contribute to teaching, the ambulatory setting generally consists of brief, 1-on-1 interactions between attending and trainee while patients are waiting. Furthermore, discussion time may be devoted to only the most acute medical problems, and neither the attending nor the resident can prepare ahead of time for the clinical discussion, as patient problems may be unpredictable and data may be incomplete. 8 These differenc...

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“…Female medical students in Ireland were more likely to achieve honours, especially in paediatrics, psychiatry and obstetrics and gynaecology 57 . US women achieved higher clinical grades in ambulatory care and surgical clerkships 58,59 . However, most such gender differences in medical school performance are so small (in terms of differences in marks) that they are of little practical importance.…”

Section: Culture and Practice Of Medicinementioning

confidence: 99%

“…57 US women achieved higher clinical grades in ambulatory care and surgical clerkships. 58,59 However, most such gender differences in medical school performance are so small (in terms of differences in marks) that they are of little practical importance. These results come from large-scale study designs, so small differences in means give statistically significant results.…”

Section: Differential Academic Performancementioning

confidence: 99%

Women in medicine�?�is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine

et al. 2007

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This review identified evidence that delineates some of the effects of gender on the culture, practice and organisation of medicine. There are problems with some of the research methodologies and we identify areas for further research. To understand the effects of the changing gender composition of medicine it will be necessary to use more sophisticated research designs to explore the structural, economic, historical and social contexts that interact to produce medical culture. This will provide a basis for exploring the impact and implications of these changes and has immediate relevance for workforce planning and understanding both the changing nature of health professions' education and health care delivery.

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Effect of student and preceptor gender on clinical grades in an ambulatory care clerkship

Abstract: The female students received higher clinical grades in the ambulatory care clerkship, especially when the preceptor was male. Perhaps gender interaction should be considered when assigning students to preceptors and evaluating grading practices.

Cited by 31 publications

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Student selection to a rural veterinary school. 2: predictors of student performance and attrition

Student selection to a rural veterinary school. 2: predictors of student performance and attrition

What do attending physicians contribute in a house officer-based ambulatory continuity clinic?

Women in medicine�?�is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine

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