Gender bias in medical education: A scoping review

Yaman, Reena N; Hagen, Kate M.; Ghaith, Summer; Luong, Hanna N.; Almader‐Douglas, Diana; Langley, Natalie R.

doi:10.1111/tct.13592

Cited by 3 publications

(1 citation statement)

References 52 publications

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“…Unfortunately, harmful bias and inequity are too often "woven into the fabric" 29 of assessment efforts as well. [29][30][31][32] Thus, high-quality, equitable learner assessment is needed-that is, "all [learners] have fair and impartial opportunities to learn, be evaluated, coached, graded, advanced, graduated, and selected for subsequent opportunities based on their demonstration of achievements that predict future success in the field of medicine, and that neither learning experiences nor assessments are negatively influenced by structural or interpersonal bias related to personal or social characteristics of learners or assessors." 33 Marcotte and colleagues note that transparency in assessment development and implementation is an important means to achieve this goal.…”

Section: High-quality Equitable Care Through High-quality Equitable L...mentioning

confidence: 99%

Foreword: The Next Era of Assessment and Precision Education

Schumacher,

Santen,

Pugh

et al. 2023

Acad Med

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Section: High-quality Equitable Care Through High-quality Equitable L...mentioning

confidence: 99%

Foreword: The Next Era of Assessment and Precision Education

Schumacher,

Santen,

Pugh

et al. 2023

Acad Med

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The Next Era of Assessment: Can Ensuring High-Quality, Equitable Patient Care Be the Defining Characteristic?

Schumacher,

Kinnear,

Burk-Rafel

et al. 2023

Acad Med

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Previous eras of assessment in medical education have been defined by how assessment is done, from knowledge exams popularized in the 1960s to the emergence of work-based assessment in the 1990s to current efforts to integrate multiple types and sources of performance data through programmatic assessment. Each of these eras was a response to why assessment was performed (e.g., assessing medical knowledge with exams; assessing communication, professionalism, and systems competencies with work-based assessment). Despite the evolution of assessment eras, current evidence highlights the graduation of trainees with foundational gaps in the ability to provide high-quality care to patients presenting with common problems, and training program leaders report they graduate trainees they would not trust to care for themselves or their loved ones. In this article, the authors argue that the next era of assessment should be defined by why assessment is done: to ensure high-quality, equitable care. Assessment should place focus on demanding graduates possess the knowledge, skills, attitudes, and adaptive expertise to meet the needs of all patients and ensuring that graduates are able to do this in an equitable fashion. The authors explore 2 patient-focused assessment approaches that could help realize the promise of this envisioned era: entrustable professional activities (EPAs) and resident sensitive quality measures (RSQMs)/TRainee Attributable and Automatable Care Evaluations in Real-time (TRACERs). These examples illustrate how the envisioned next era of assessment can leverage existing and new data to provide precision education assessment that focuses on providing formative and summative feedback to trainees in a manner that seeks to ensure their learning outcomes prepare them to ensure high-quality, equitable patient outcomes.

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Does Gender Matter? A Qualitative Analysis of Teaching Award Nominations of General Surgery Chief Residents By Medical Students

McDermott,

Stonehocker,

Sun

et al. 2024

Preprint

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Purpose Gender disparities have been identified in surgical resident teaching award distribution. Qualitative analysis of resident and faculty teaching award nominations has been performed previously; however, qualitative analysis of students' nominations of residents for teaching awards by gender has not yet been explored. Methods Nominations for resident teaching awards from the past four years at a single institution were grouped by resident gender. Nominations were then analyzed for thematic content via inductive coding methods using MAXQDA software. Results All residents identified as male or female. 40 nominations (13 male, 17 female) were analyzed. The following themes emerged: 1 )Inclusivity 2) Commitment to Teaching 3) Teaching Efficacy 4)Approval of Resident/Role Modeling. Subcategories of major themes were also identified. Many categories were similar for all residents. Notable areas that differed by > 5% of coded text included: female residents were more likely to be described as kind or approachable, and were more commonly described as teaching a specific skill. Male residents were more likely to be described as incorporating the med student into the team, and were more commonly mentioned for teaching in the OR. Conclusion This analysis of medical student nominations for resident teaching awards shows areas of thematic difference between male and female surgical residents and provides insight into how learners may assess teaching skills differently by gender. Further study into how this may apply to faculty and impact the learning environment is warranted.

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Gender bias in medical education: A scoping review

Abstract: Purpose: This scoping review summarises five decades of research on gender bias in subjective performance evaluations of medical trainees.

Cited by 3 publications

References 52 publications

Foreword: The Next Era of Assessment and Precision Education

Foreword: The Next Era of Assessment and Precision Education

The Next Era of Assessment: Can Ensuring High-Quality, Equitable Patient Care Be the Defining Characteristic?

Does Gender Matter? A Qualitative Analysis of Teaching Award Nominations of General Surgery Chief Residents By Medical Students

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