Zuckerbraun Noel S, Levasseur Kelly, Kou Maybelle, Rose Jerri A, Roskind Cindy G, Vu Tien, Baghdassarian Aline, Leonard Kathryn, Shabanova Veronika, Langhan Melissa L
UPMC Children's Hospital of Pittsburgh/University of Pittsburgh School of Medicine Pittsburgh PA USA.
the Beaumont Children's Hospital/Oakland University William Beaumont School of Medicine Royal Oak MI USA.
AEM Educ Train. 2020 Nov 3;5(3):e10543. doi: 10.1002/aet2.10543. eCollection 2021 Jul.
Understanding gender gaps in trainee evaluations is critical because these may ultimately determine the duration of training. Currently, no studies describe the influence of gender on the evaluation of pediatric emergency medicine (PEM) fellows.
The objective of our study was to compare milestone scores of female versus male PEM fellows.
This is a multicenter retrospective cohort study of a national sample of PEM fellows from July 2014 to June 2018. Accreditation Council for Medical Education (ACGME) subcompetencies are scored on a 5-point scale and span six domains: patient care (PC), medical knowledge, systems-based practice, practice-based learning and improvement, professionalism, and interpersonal and communication skills (ICS). Summative assessments of the 23 PEM subcompetencies are assigned by each program's clinical competency committee and submitted semiannually for each fellow. Program directors voluntarily provided deidentified ACGME milestone reports. Demographics including sex, program region, and type of residency were collected. Descriptive analysis of milestones was performed for each year of fellowship. Multivariate analyses evaluated the difference in scores by sex for each of the subcompetencies.
Forty-eight geographically diverse programs participated, yielding data for 639 fellows (66% of all PEM fellows nationally); sex was recorded for 604 fellows, of whom 67% were female. When comparing the mean milestone scores in each of the six domains, there were no differences by sex in any year of training. When comparing scores within each of the 23 subcompetencies and correcting the significance level for comparison of multiple milestones, the scores for PC3 and ICS2 were significantly, albeit not meaningfully, higher for females.
In a national sample of PEM fellows, we found no major differences in milestone scores between females and males.
了解培训学员评估中的性别差距至关重要，因为这些差距最终可能决定培训的时长。目前，尚无研究描述性别对儿科急诊医学（PEM）专科住院医师评估的影响。
我们研究的目的是比较女性与男性PEM专科住院医师的里程碑分数。
这是一项多中心回顾性队列研究，样本来自2014年7月至2018年6月全国范围内的PEM专科住院医师。医学教育认证委员会（ACGME）的亚能力以5分制评分，涵盖六个领域：患者护理（PC）、医学知识、基于系统的实践、基于实践的学习与改进、职业素养以及人际和沟通技能（ICS）。每个项目的临床能力委员会对23项PEM亚能力进行总结性评估，并每半年为每位住院医师提交一次评估结果。项目主任自愿提供去识别化的ACGME里程碑报告。收集包括性别、项目地区和住院医师类型在内的人口统计学数据。对专科住院医师培训的每一年进行里程碑的描述性分析。多变量分析评估了各亚能力按性别划分的分数差异。
48个地理位置不同的项目参与了研究，提供了639名住院医师的数据（占全国所有PEM住院医师的66%）；记录了604名住院医师的性别，其中67%为女性。比较六个领域中每个领域的平均里程碑分数时，在培训的任何一年中，性别之间均无差异。在比较23项亚能力中每项的分数并校正多个里程碑比较的显著性水平后，女性在PC3和ICS2的分数显著更高，尽管差异不大。
在全国PEM住院医师样本中，我们发现女性和男性在里程碑分数上没有重大差异。
