McOwen Katherine S, Bellini Lisa M, Guerra Carmen E, Shea Judy A
GME Evaluation and Research, Suite 100 Stemmler Hall, University of Pennsylvania, Philadelphia, PA 19104, USA.
Acad Med. 2007 Oct;82(10 Suppl):S94-6. doi: 10.1097/ACM.0b013e3181405a10.
Learner ratings are an important source of data regarding teaching effectiveness. We examine ratings of faculty teaching for the effects of faculty-resident gender and underrepresented minority (URM) status concordance.
Factorial ANOVAS and t tests were used to examine gender and URM status in 10,443 teaching effectiveness evaluations for 720 faculty members, provided by 516 residents across 18 clinical departments.
Significant interaction effects were found for gender (P < .001) and URM status (P < .05) on the individual evaluation record level. Analyses of faculty-level data showed effect sizes were small except for large positive effects for URM faculty evaluated by URM residents (ES = 0.61).
Overall, gender and minority status seem to have a negligible role in residents' evaluations of clinical faculty. However, the apparent beneficial effects for URM-URM pairs need more study.
学员评分是有关教学效果的重要数据来源。我们研究教员教学评分中教员与住院医师性别及未被充分代表的少数族裔（URM）身份一致性的影响。
采用析因方差分析和t检验，对18个临床科室的516名住院医师提供的720名教员的10443份教学效果评估中的性别和URM身份进行研究。
在个人评估记录层面，发现性别（P <.001）和URM身份（P <.05）存在显著的交互作用。教员层面数据的分析表明，除了URM住院医师对URM教员的评价有较大的正向影响（效应量=0.61）外，效应量都较小。
总体而言，性别和少数族裔身份在住院医师对临床教员的评价中似乎作用不大。然而，URM-URM配对的明显有益影响需要更多研究。
