ArticleJournal of general internal medicine2025
Influence of Race, Ethnicity, and Gender on Clinical Performance Assessments in Graduate Medical Education.
Article in Journal of general internal medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
18 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEvidence suggests disparities associated with race and ethnicity (R&E) in assessment in graduate medical education (GME). How these disparities manifest across competencies and training time and intersect with disparities associated with other factors such as gender is unclear.
objectiveExamine the association of R&E and gender with clinical performance assessment in GME.
designLongitudinal analysis of resident clinical performance assessments.
participantsAssessment data of residents at seven internal medicine (IM) residency programs, 2014 to 2019 (9346 evaluations of 664 residents). Residents underrepresented in medicine (URiM) were identified using self-reported R&E. MAIN MEASURES: Standardized scores were calculated for the Accreditation Council for Graduate Medical Education competencies (patient care [PC], medical knowledge [MK], practice-based learning and improvement [PBLI], systems-based practice [SBP], professionalism [PROF], and interpersonal communication and skills [ICS]). Cross-classified mixed effects regression assessed differences in standardized competency ratings with R&E over time and the interaction of R&E and gender while controlling for time of year and setting; resident gender, post-graduate year (PGY), and IM in-training examination percentile rank; and faculty gender, educational role, specialty, rank, and years of experience. KEY
resultsURiM resident scores were lower than non-URIM residents across competencies (difference in standardized scores between URiM and non-URiM residents [se] PC - 0.126 [0.035], p < 0.001; MK - 0.118 [0.035], p < 0.001; PBLI - 0.122 [0.042], p = 0.004; SBP - 0.128 [0.034], p < 0.001; PROF - 0.075 [0.036], p = 0.036; ICS - 0.124 [0.039], p = 0.002). The interaction between resident R&E, gender, and PGY was significant in PBLI (estimate - 0.15 [0.06], p = 0.02) and SBP (- 0.11 [0.05], p = 0.04) indicating smaller gains over time for URiM women.
conclusionsThere were significant differences associated with R&E with lower scores for URiM residents across competencies. There was a significant interaction with resident gender and R&E over time in PBLI and SBP. Findings may reflect bias in faculty assessment, effects of non-inclusive learning environments, or structural inequities in assessment.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.