Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender

Riese, Alison; Rappaport, Leah; Alverson, Brian; Park, Sangshin; Rockney, Randal M.

doi:10.1097/acm.0000000000001565

Cited by 46 publications

(35 citation statements)

References 26 publications

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“…Conversely, evaluation of clinical performance of final‐year students on core equine and small animal rotations suggested that male students performed slightly better. This observation contrasts with findings in medical education, where no gender effect was observed or where female clinical performance was higher . This may reflect a gender bias based on smaller numbers of male students in veterinary cohorts or may be indicative of inherent difficulties with assessing clinical performance.…”

Section: Discussioncontrasting

confidence: 91%

“…This observation contrasts with findings in medical education, where no gender effect was observed or where female clinical performance was higher. 23,24 This may reflect a gender bias based on smaller numbers of male students in veterinary cohorts or may be indicative of inherent difficulties with assessing clinical performance. In the current study, data from only the two compulsory internal (on campus) rotations were included, as rotations at different distributed practices or based on different elective choices were considered to possibly introduce greater heterogeneity into the data analysis.…”

Section: Discussionmentioning

confidence: 99%

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Student selection to a rural veterinary school. 2: predictors of student performance and attrition

et al. 2019

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Objective To evaluate the extent to which current selection processes at Charles Sturt University, New South Wales, Australia, predict performance within and attrition from the veterinary degree program. Design Retrospective evaluation of application details and student performance data. Methods Database records of 424 students entering the veterinary program were retrieved from university records, including all students graduating (n = 356) or leaving the program without completing (n = 68) between 2005 and 2016. Demographic data were related to results of selection processes and achievement within the degree using univariable and multivariable general linear and logistic regression analyses. Results The grade point average achieved over the 6 years of the degree was influenced by academic achievement prior to entry, gender (females performed ≈ 2% better than males) and interview scores. Preceptor evaluation of final‐year clinical performance was associated with interview scores, gender (males performed ≈ 4% better than females) and residential address at the time of application. Attrition for personal reasons was more common for female students and students who had completed a prior degree, and students who experienced academic or personal attrition had lower written application scores. Factors that have been previously linked to poor academic outcomes, including rural or low socioeconomic background, were not associated with adverse student outcomes. Conclusion Selection processes did not systematically disadvantage students admitted to the degree program. Gender differences in personal attrition and academic and clinical performance warrant further evaluation. Factors in addition to academic aptitude predicted student success.

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Section: Discussioncontrasting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Student selection to a rural veterinary school. 2: predictors of student performance and attrition

et al. 2019

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“…In addition to potential ethnic-related bias affecting student grades, the effect of gender on the clinical performance of students is also a major concern [50,51]. Female students are more likely to perform better on communication and interpersonal skills than males [52][53][54][55] as well as on the overall performance of both written tests and clinical skills [27,35,44,51,56]. Furthermore, studies reported that medical students who showed empathy received better clinical evaluations, with women receiving higher scores on empathy scales than men [57].…”

Section: Clinical Performance Of Students Based On Gendermentioning

confidence: 99%

“…In other words, this group of students followed the textbook guideline to communicate with patients that may be less demanding of communication skills and perceived as appropriate. Additionally, female students or physicians perform better in communication and interpersonal skills with patients [52][53][54]59,72,73], which could be correlated to their abilities to actively listen and a greater sense of patient care values, female practitioners may also nd it easier to build rapport with patients [74]. It seems that students from the ethnic majority and female students can do better in CPAs because of their greater communication or interpersonal skills.…”

Section: Predictors Of Underperformancementioning

confidence: 99%

Ethnic and Gender Biases in Clinical Performance Assessment (CPA) in Healthcare Education: A Systematic Review

Chao¹,

Violato²,

Concannon³

et al. 2019

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Background: Several forms of bias, including ethnic and gender bias, are thought to impact evaluations on Clinical Performance Assessments (CPAs). Unfairness may influence student learning attitudes if a loss of trust causes a lack of engagement in learning. Understanding the biases occurring in CPAs can lead to well-designed examiner training to ensure equality and fairness. The purpose of this systematic review is to determine the current evidence in the literature for ethnic and/or gender bias by examiners evaluating pre-licensure healthcare students in CPAs using standardized patients (SPs). Methods: Literature was systematically searched in CINAHL, PubMed and Medline from inception to February 2019, and no date range was set. Studies related to the investigation of ethnic and/or gender biases occurring in CPAs using SPs for examining health professions students were selected. A systematic review was conducted to assess the methodological quality and strength of evidence of relevant research and to identify if any potential ethnic and/or gender bias occurred in CPAs. The Guidelines for Critical Review were used to appraise the selected studies. Results: Nine studies published from 2003 to 2017 were retrieved for review. Three studies met all the Guidelines for Critical Review quality criteria, indicating stronger evidence of their outcomes, two of the studies reported ethnic and/or gender bias existing in the CPAs. Overall, four studies found ethnic and/or gender bias in CPAs, but all study results had small effect sizes. Conclusions: No systematic and consistent bias was found across the studies; nonetheless, the possibility of ethnic or gender bias by some examiners cannot be ignored. To minimize potential examiner bias, the investigation of Frame of Reference training, multiple examiners per station, and combination assessments in CPAs is recommended.

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“…16 Impressions of learner performance are influenced by unconscious biases, and differences in clerkship grades reported by students who are nonwhite, male, or reticent heighten concern about fairness. [18][19][20][21][22][23][24] These issues illustrate the complexity of information that must be considered when assigning clerkship grades.…”

Section: Introductionmentioning

confidence: 99%

Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading

et al. 2019

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Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender

Abstract: A one-year examination of all third-year clerkship clinical performance evaluations at a single institution revealed that male and female evaluators rated male and female students differently, even when accounting for other measured variables.

Cited by 46 publications

References 26 publications

Student selection to a rural veterinary school. 2: predictors of student performance and attrition

Student selection to a rural veterinary school. 2: predictors of student performance and attrition

Ethnic and Gender Biases in Clinical Performance Assessment (CPA) in Healthcare Education: A Systematic Review

Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading

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