Faculty Collaboration Database

Gendered Differences in Teaching Performance Evaluations of Obstetrics and Gynecology Residents. J Surg Educ 2021;78(6):2038-2045

Date

05/29/2021

Pubmed ID

34045159

DOI

10.1016/j.jsurg.2021.04.011

Scopus ID

2-s2.0-85106569724 (requires institutional sign-in at Scopus site)   5 Citations

Abstract

OBJECTIVE: Teaching performance evaluations are commonly used for career development and advancement. Due to possible gendered expectations, implicit or explicit bias may emerge in evaluations completed by learners. This study investigated how third-year medical students evaluated teaching performance of obstetrics and gynecology resident physicians based on resident gender.

SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin.

DESIGN: This retrospective mixed methods study examined teaching performance evaluations of obstetrics and gynecology resident physicians from 2010 to 2018, completed by third-year medical students. A two-sample, two-sided t-test was used to compare numerical scores. Deductive content analysis of written comments focused on specific categories: positive or negative agentic or communal demeanors and characteristics, teaching skills, character and professionalism, leadership abilities, clinical skills and knowledge, and frequency of words and phrases used to describe residents.

SETTING: This study was conducted at the Medical College of Wisconsin in Milwaukee, Wisconsin.

RESULTS: Of 83 residents (71 females, 12 males), there was no statistical significance in the teaching performance evaluation scores between male and female residents (n = 10,753 total completed evaluations). Female residents had lower scores than male residents; males tended not to score below 4 (5-point response scale; 5 = outstanding). Of 3,813 written comments, male residents had more positive comments, with statistical significance in communal characteristics (71.4% male, 53.9% female, p = 0.01). Female residents received more negative comments, with statistical significance in communal characteristics (7.5% female, 2.8% male, p = 0.01). Frequency of words presented that male residents had more "standout" traits ("outstanding," "excellent," "exemplary"), "ability" terms ("intelligent," "bright," "talented," "smart"), and were often considered "fun," "funny," and "humorous." Female residents were described by "compassion" terms ("kind," "compassionate").

CONCLUSION: Student-completed teaching performance evaluations are a valuable assessment of teaching skills and influence department recognition, award distribution, fellowship and employment opportunities. This study found that medical students did evaluate female residents differently than male residents. Understanding gendered expectations may assist in findings ways to address discrepancies between male and female physician evaluations.

Author List

Vu C, Farez R, Simpson P, Kaljo K

Authors

Rahmouna Leila Farez MD Assistant Professor in the Obstetrics and Gynecology department at Medical College of Wisconsin
Kristina Kaljo PhD Associate Professor in the Obstetrics and Gynecology department at Medical College of Wisconsin
Pippa M. Simpson PhD Adjunct Professor in the Pediatrics department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Clinical Competence
Female
Gynecology
Humans
Internship and Residency
Male
Obstetrics
Pregnancy
Retrospective Studies
Students, Medical
Teaching