Departments of Pediatrics (K Tiedt, S Webber, J Babal, KAM Nackers, A Allen, CL Nacht, RJ Coller, DJ Sklansky, M Kieren, KA Shadman, and MM Kelly), University of Wisconsin School of Medicine and Public Health, Madison, Wis.
Departments of Pediatrics (K Tiedt, S Webber, J Babal, KAM Nackers, A Allen, CL Nacht, RJ Coller, DJ Sklansky, M Kieren, KA Shadman, and MM Kelly), University of Wisconsin School of Medicine and Public Health, Madison, Wis.
Acad Pediatr. 2023 Apr;23(3):564-568. doi: 10.1016/j.acap.2022.07.017. Epub 2022 Jul 29.
To evaluate associations between faculty gender and milestone-based teaching assessment scores assigned by residents.
We performed a retrospective cohort study of milestone-based clinical teaching assessments of pediatric faculty completed by pediatric residents at a mid-sized residency program from July 2016 to June 2019. Assessments included 3 domains (Clinical Interactions, Teaching Skills, Role Modeling/Professionalism) comprised of a total of 11 sub-competency items. We used multilevel logistic regression accounting for repeat measures and clustering to evaluate associations between faculty gender and assessment scores in the 1) top quartile, 2) bottom quartile, or 3) top-box (highest score). Findings were adjusted for faculty rank and academic track, and resident year and gender.
Over 3 years, 2889 assessments of 104 faculty were performed by 91 residents. Between assessments of women and men faculty, there were no significant differences in the odds of receiving a score in the top quartile for the 3 domains (Clinical aOR 0.99, P = .86; Teaching aOR 0.99, P = .93; Role Modeling aOR 0.87, P = .089). However, assessments of women were more likely to receive a score in the bottom quartile in both Teaching (aOR 1.23, P = .019) and Role Modeling (aOR 1.26, P = .008). Assessments of women also had lower odds of receiving the highest score in 6 of 11 sub-competencies.
Results suggest that gender bias may play a role in resident assessments of pediatric faculty. Future studies are needed to determine if findings are replicated in other settings and to identify opportunities to reduce the gender gap in pediatric academic medicine.
评估教师性别与住院医师基于里程碑的教学评估评分之间的关系。
我们对 2016 年 7 月至 2019 年 6 月期间在一个中等规模住院医师项目中完成的基于里程碑的儿科教师临床教学评估进行了回顾性队列研究。评估包括 3 个领域（临床互动、教学技能、榜样/专业精神），共包含 11 个子能力项目。我们使用多水平逻辑回归来评估教师性别与评估得分之间的关系，这些评估得分包括 1）得分最高的四分之一，2）得分最低的四分之一，或 3）得分最高的四分之一（最高得分）。研究结果根据教师的职级和学术轨道以及住院医师的年级和性别进行了调整。
在 3 年期间，对 104 名教师的 2889 次评估由 91 名住院医师完成。在对女性和男性教师的评估中，在 3 个领域中获得最高分的可能性没有显著差异（临床 aOR 0.99，P =.86；教学 aOR 0.99，P =.93；榜样/专业精神 aOR 0.87，P =.089）。然而，在教学（aOR 1.23，P =.019）和榜样/专业精神（aOR 1.26，P =.008）方面，女性的评估更有可能获得最低分。在 11 个子能力项目中，有 6 项评估中，女性获得最高分的可能性也较低。
结果表明，性别偏见可能在住院医师对儿科教师的评估中发挥作用。未来的研究需要确定这些发现是否在其他环境中得到复制，并确定减少儿科学术医学中性别差距的机会。
