Gold Jessica M, Yemane Lahia, Keppler Hannah, Balasubramanian Vidhya, Rassbach Caroline E
Department of Pediatrics (JM Gold, L Yemane, and CE Rassbach), Stanford University School of Medicine, Palo Alto, Calif.
Department of Pediatrics (JM Gold, L Yemane, and CE Rassbach), Stanford University School of Medicine, Palo Alto, Calif.
Acad Pediatr. 2022 May-Jun;22(4):698-704. doi: 10.1016/j.acap.2022.02.004. Epub 2022 Feb 11.
Gender disparities in academic medicine continue to be pervasive. Written evaluations of residents may provide insight into perceptions of residents by faculty, which may influence letters of recommendation for positions beyond residency and reinforce perceived stereotype threat experienced by trainees.
To examine language used in faculty evaluations of pediatrics residents to determine if there are differences in language used with respect to gender of resident.
DESIGN/METHODS: All faculty evaluations of residents in 3 consecutive intern classes from 2016 to 2018 were collected and redacted for name and gender identifiers. We performed a qualitative analysis of written comments in 2 mandatory free text sections. The study team initially coded text collectively, generating a code book, then individually to apply the coding scheme. Next, evaluations were unblinded to gender. Code applications were aggregated by resident, and frequencies of code application by resident were compared by standardized mean differences to detect imbalances between genders.
A total of 448 evaluations were analyzed: 88 evaluations of 17 male residents, and 360 evaluations of 70 female residents. Codes more frequently applied to women included "enthusiasm," and "caring," while codes more frequently applied to men included "intelligence," and "prepared." A conceptual model was created to reflect potential impacts of these differences using a lens of social role theory.
We identified differences in the way male and female residents are evaluated by faculty, which may have negative downstream effects on female residents, who may experience negative self-perception, differential development of clinical skills, and divergent career opportunities as a result.
学术医学中的性别差异仍然普遍存在。对住院医师的书面评估可能有助于深入了解教员对住院医师的看法，这可能会影响住院医师培训结束后职位推荐信，并强化受训人员所感受到的刻板印象威胁。
研究儿科住院医师教员评估中使用的语言，以确定在对住院医师的性别方面使用的语言是否存在差异。
设计/方法：收集了2016年至2018年连续3届实习班中所有教员对住院医师的评估，并对姓名和性别标识符进行了编辑。我们对2个必填自由文本部分中的书面评论进行了定性分析。研究团队最初集体对文本进行编码，生成编码手册，然后单独应用编码方案。接下来，对评估不设性别盲。按住院医师汇总编码应用情况，并通过标准化平均差比较住院医师编码应用频率，以检测性别之间的不平衡。
共分析了448份评估：对17名男性住院医师的88份评估，以及对70名女性住院医师的360份评估。更频繁应用于女性的编码包括“热情”和“关怀”，而更频繁应用于男性的编码包括“智力”和“有准备”。使用社会角色理论的视角创建了一个概念模型，以反映这些差异的潜在影响。
我们发现教员对男性和女性住院医师的评估方式存在差异，这可能会对女性住院医师产生负面的下游影响，她们可能会因此经历负面的自我认知、临床技能发展差异以及职业机会不同。
