ArticleJournal of general internal medicine2022
Gendered Expectations: the Impact of Gender, Evaluation Language, and Clinical Setting on Resident Trainee Assessment of Faculty Performance.
Article in Journal of general internal medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed, 22 citations in OpenAlex.
- Be AWARE: An Anti-bias Toolkit to Limit Bias in Narrative Evaluation of Medical Trainees.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Compassionate Behavior of Clinical Faculty: Associations with Role Modelling and Gender Specific Differences.Perspectives on medical education · 2025Article
- Finding the Needle in the Haystack: Can Natural Language Processing of Students' Evaluations of Teachers Identify Teaching Concerns?Journal of general internal medicine · 2025Article
- The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine.Cureus · 2024Article
- Nurses' knowledge, attitude, and practice of low-flow oxygen therapy and humidification.Frontiers in medicine · 2024Article
- Gender and the Receipt of the Association of Residents in Radiation Oncology Educator of the Year Award.Advances in radiation oncology · 2024Article
- Can AI Mitigate Bias in Writing Letters of Recommendation?JMIR medical education · 2023Article
- Resident Operative Autonomy and Attending Verbal Feedback Differ by Resident and Attending Gender.Annals of surgery open : perspectives of surgical history, education, and clinical approaches · 2023Article
- Recognizing and Mitigating Gender Bias in Medical Teaching Assessments.Journal of graduate medical education · 2022Article
Corrections and comments
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Authors and funding
9 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGender inequity is pervasive in academic medicine. Factors contributing to these gender disparities must be examined. A significant body of literature indicates men and women are assessed differently in teaching evaluations. However, limited data exist on how faculty gender affects resident evaluation of faculty performance based on the skill being assessed or the clinical practice settings in which the trainee-faculty interaction occurs.
objectiveEvaluate for gender-based differences in the assessment of general internal medicine (GIM) faculty physicians by trainees in inpatient and outpatient settings.
designRetrospective cohort study SUBJECTS: Inpatient and outpatient GIM faculty physicians in an Internal Medicine residency training program from July 1, 2015, to December 31, 2018. MAIN MEASURES: Faculty scores on trainee teaching evaluations including overall teaching ability and Accreditation Council for Graduate Medical Education (ACGME) competencies (medical knowledge [MK], patient care [PC], professionalism [PROF], interpersonal and communication skills [ICS], practice-based learning and improvement [PBLI], and systems-based practice [SBP]) based on the institutional faculty assessment form. KEY
resultsIn total, 3581 evaluations by 445 trainees (55.1% men, 44.9% women) assessing 161 GIM faculty physicians (50.3% men, 49.7% women) were included. Male faculty were rated higher in overall teaching ability (male=4.69 vs. female=4.63, p=0.003) and in four of the six ACGME competencies (MK, PROF, PBLI, and SBP) based on our institutional evaluation form. In the inpatient setting, male faculty were rated more favorably for overall teaching (male = 4.70, female = 4.53, p=<0.001) and across all ACGME competencies. The only observed gender difference in the outpatient setting favored female faculty in PC (male = 4.65, female = 4.71, p=0.01).
conclusionsMale and female GIM faculty performance was assessed differently by trainees. Gender-based differences were impacted by the setting of evaluation, with the greatest difference by gender noted in the inpatient setting.
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