Gendered Expectations: the Impact of Gender, Evaluation Language, and Clinical Setting on Resident Trainee Assessment of Faculty Performance

Sheffield, Virginia; Hartley, Sarah; Stansfield, R. Brent; Mack, Megan; Blackburn, Staci; Vaughn, Valerie M; Heidemann, Lauren; Chang, Robert S.; Lukela, Jennifer Reilly

doi:10.1007/s11606-021-07093-w

Cited by 17 publications

(7 citation statements)

References 41 publications

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“…Similarly, Sheffield et al found gender-based differences in the assessment of general internal medicine physicians by trainees in inpatient and outpatient settings. 17 Male faculty were rated higher in overall teaching ability in 4 of the 6 Accreditation Council for Graduate Medical Education competencies. In the inpatient setting, male faculty were rated significantly more favorably for overall teaching and across all Accreditation Council for Graduate Medical Education competencies.…”

Section: Discussionmentioning

confidence: 95%

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Gender and the Receipt of the Association of Residents in Radiation Oncology Educator of the Year Award

Khullar,

Deek,

Nelson

et al. 2024

Advances in Radiation Oncology

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Section: Discussionmentioning

confidence: 95%

“…The only observed gender difference in the outpatient setting favored female faculty for patient care. 17 Therefore, the possibility for propagating gender bias via evaluation systems and the ARRO mechanism may exist, and efforts to address trainees and faculty on implicit biases may be warranted.…”

Section: Discussionmentioning

confidence: 99%

Gender and the Receipt of the Association of Residents in Radiation Oncology Educator of the Year Award

Khullar,

Deek,

Nelson

et al. 2024

Advances in Radiation Oncology

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“…19 This study adds to a growing collection of explanations for the leaky pipeline phenomenon in academic medicine. 32 A recent review found support for several potential causes of this phenomenon, including evidence suggesting that women are more interested in teaching than research, a lack of adequate role models and mentors, and experiences of discrimination and bias in the workplace. 6 Additionally, implicit gender bias against female faculty in evaluations can be expected to further erode the motivation of young female faculty to join and remain within academic medicine departments.…”

Section: Research Reportmentioning

confidence: 99%

Differences in Trainee Evaluations of Faculty by Rater and Ratee Gender

Cullen¹,

Zhou²,

Sackett³

et al. 2023

Academic Medicine

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PurposeTo examine whether gender differences exist in medical trainees' (residents' and fellows') evaluations of faculty at a number of clinical departments. MethodThe authors conducted a singleinstitution (University of Minnesota Medical School) retrospective cohort analysis of 5,071 trainee evaluations of 447 faculty (for which trainee and faculty gender information was available) completed between July 1, 2019, and June 30, 2022. The authors developed and employed a 17-item measure of clinical teaching effectiveness, with 4 dimensions: overall teaching effectiveness, role modeling, facilitating knowledge acquisition, and teaching procedures. Using both between-and

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“…Another study demonstrated multiple gender-based differences in the assessment of general internal medicine faculty physicians by trainees [ 11 ]. Male faculty were rated more highly in multiple categories including ability to teach, medical knowledge, professionalism, practice-based learning and improvement, and systems-based practice [ 17 ]. The only category female internal medicine physicians scored higher than their male colleagues was outpatient patient care [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…Male faculty were rated more highly in multiple categories including ability to teach, medical knowledge, professionalism, practice-based learning and improvement, and systems-based practice [ 17 ]. The only category female internal medicine physicians scored higher than their male colleagues was outpatient patient care [ 17 ]. This is relevant as EM physicians play a vital role in patient education, counseling, and safe discharge similar to physicians who practice in an outpatient setting.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine

Beaulieu,

Hunold,

Mitzman

et al. 2024

Cureus

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Introduction: Gender bias impacts the promotion and tenure of female emergency medicine (EM) physicians and limits their ability to advance in academic rank. Many factors influence the promotion and tenure process including research, evaluations, opportunities for leadership, sponsorship, and mentorship. The goal of this study is to determine if resident evaluations of EM faculty differ by faculty gender. Methods: A quantitative analysis was used to examine 14,613 teaching evaluations of faculty by residents at a single academic center (The Ohio State University Wexner Medical Center, Columbus) in the years 2017-2019. Anonymized ratings of male and female faculty on a five-point Likert scale were compared using Fischer’s exact test and adjusting for multiple comparisons. Results: Male faculty were more likely to hold the rank of Associate Professor or Professor. When taking both faculty gender and rank into account, male Clinical Instructors and Assistant Professors had significantly higher evaluation scores by residents in the domain of resident autonomy than their female counterparts. Regardless of gender or faculty rank, the majority of faculty received scores greater than four. Conclusion: A significant gender difference was found in resident evaluation scores of faculty in the domain of resident autonomy at the level of Clinical Instructor and Assistant Professor. Resident autonomy refers to the degree of supervision by faculty which evolves over time and is primarily based on level of training. This is important as it demonstrates a gender difference in scores that could be used to determine faculty compensation and promotion. Evaluation tools used for promotion and tenure of academic faculty should be evaluated for implicit bias and appropriate statistical analysis.

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Gendered Expectations: the Impact of Gender, Evaluation Language, and Clinical Setting on Resident Trainee Assessment of Faculty Performance

Cited by 17 publications

References 41 publications

Gender and the Receipt of the Association of Residents in Radiation Oncology Educator of the Year Award

Gender and the Receipt of the Association of Residents in Radiation Oncology Educator of the Year Award

Differences in Trainee Evaluations of Faculty by Rater and Ratee Gender

The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine

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