ArticleBMC medical education2026
Preceptor and student gender effects on clerkship assessment scores in medical education.
Article in BMC medical education, 2026. 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
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundClerkship evaluations play a critical role in assessing medical student performance and informing residency selection. Prior studies suggest there are gender-related differences in narrative feedback and numerical evaluations of medical trainees; however, findings remain inconsistent across specialties and institutions. This study examined whether preceptor gender and student gender were associated with differences in clerkship evaluation scores.
methodsA retrospective analysis was conducted using 6,855 clerkship evaluations from students in the graduating classes of 2022-2024 at a U.S. Osteopathic medical school. Evaluations were completed by 2,425 preceptors across six required clerkships: Family Medicine, Internal Medicine, Obstetrics and Gynecology, Pediatrics, Psychiatry, and Surgery. Associations between preceptor gender, student gender, and evaluation scores were analyzed using generalized linear mixed models, adjusting for academic year and clerkship rotation.
resultsPreceptor gender was significantly associated with evaluation scores, with female preceptors assigning modestly lower Total Average and Clinical Competence scores than male preceptors (P < 0.0001). Student gender demonstrated smaller effects, with female students receiving slightly higher Total Average scores (P = 0.0260) and Professionalism scores (P = 0.0026). No significant interaction between preceptor and student gender was observed. Clerkship rotation was strongly associated with evaluation scores, with higher adjusted scores in Family Medicine and Pediatrics and lower in Surgery and Internal Medicine.
conclusionEvaluator characteristics and specialty-specific grading cultures appear to influence numerical clerkship assessments. Although findings may be limited by the single-institution design, these results highlight the potential value of increased standardization and target preceptor development to promote equity and consistency in clinical evaluation.
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.