Do female surgeons learn or teach differently?

Nebeker, Cody A.; Basson, Marc D.; Haan, Pam; Davis, Alan T.; Ali, Muhammad; Gupta, R.M.; Osmer, Robert L.; Hardaway, John C.; Peshkepija, Andi; McLeod, Michael K.; Anderson, Cheryl; Chojnacki, Karen A.; Yeo, Charles J.; Palazzo, Francesco; Gauvin, Jeffrey M.; Pozzessere, Anthony S.; Gelbard, Rondi B.; Delman, Keith A.; Martin, Denny; Woo, Joanna; Tate, Laura E.; Elliott, Nicolas; Molnar, Robert G.; Pfeifer, Christopher C.; Narkiewicz, Lawrence; Shawn, H.; Smith, Daniel

doi:10.1016/j.amjsurg.2016.10.010

Cited by 17 publications

(14 citation statements)

References 25 publications

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“…10 Medical and surgical scholars identify the discrepancy between the number of women in medicine and the number of women in surgery as a threat to quality of care. [10][11][12][13][14][15] With over half of the applicants to medical school being women but less than half applying to surgery; bright candidates are missed. 11 A key challenge and opportunity is the poor exposure to surgery in undergrad or medical school.…”

Section: Education and Recruitmentmentioning

confidence: 99%

Women in surgery: a systematic review of 25 years

Singh

Loseth

Shoqirat

2020

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The number of women entering medicine significantly increased over the last decades. Currently, over half of the medical students are women but less than half are applying to surgery and even less go on to surgical specialties. Even fewer women are seen in leadership roles throughout the profession of surgery and surgical residency. Our purpose of the literature review is to identify any themes, which would provide insight to the current phenomenon. We used the Preferred Reporting Items for Systemic Reviews and Meta-Analyses method for a systematic review of the literature over a 20-year period (1998–2018). Five broad themes were identified: education and recruitment, career development, impact of/on life around the globe and surgical subspecialties as areas of barriers for women entering or considering surgery. The systematic review suggests there are opportunities to improve and encourage women entering the profession of surgery as well as the quality of life for surgeons. Creating systems for mentorship across programmes, having policies to support work–life balance and recognising surgical training overlaps with childbearing years are key opportunities for improvement. Improving the current status in surgery will require direction from leadership.

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Section: Education and Recruitmentmentioning

confidence: 99%

Women in surgery: a systematic review of 25 years

Singh

Loseth

Shoqirat

2020

leader

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“…Despite there being no objective reasons to do so, female residents were denied appropriate autonomy in the operating theater. Nebeker et al investigated gender differences in 727 learning objectives generated by 125 residents in consultation with attending surgeons, each learning objective generated prior to a case and classified as either knowledge-based, skill-based, or attitude-based 37. The use of learning objectives for each teaching encounter is recognized as good educational practice and is a feature of many deliberate teaching tools 38.…”

Section: Discussionmentioning

confidence: 99%

“…The use of learning objectives for each teaching encounter is recognized as good educational practice and is a feature of many deliberate teaching tools 38. They found that female residents were 1.4 times more likely to select a knowledge-based learning objective over a skill-based one, and when the attending surgeon was female, all residents were more likely to select knowledge (1.6 times) and attitude (2.1 times) over skill 37. This suggests that the women valued and were valued for their knowledge, but less so for their procedural skills.…”

Section: Discussionmentioning

confidence: 99%

Gender effects in medical education: implications for training and gender equity in regional anesthesia

Sidhu

Civil

2019

Regional Anesthesia &Amp; Pain Medicine

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“…The reasons for these gender differences are opaque; previous work has suggested that there are differences in the teaching styles of female and male surgeon trainers, but whether these differences are due to the trainers themselves or the trainees' perceptions. 23 It is also possible that females are documenting their progress more diligently within the trainer-trainee relationship, due to a subconscious feeling of scrutiny arising from a hidden curriculum within a gender-bias system. Previous work has suggested relative gender parity within this core-training programme, 24 and it may just be that this represents an area where female trainees and trainers simply excel.…”

Section: Discussionmentioning

confidence: 99%

Summative Supervisor Reporting: A Quality Performance Perspective

Hopkins

Robinson

Brown

et al. 2019

Journal of the American College of Surgeons

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Objective: This study aimed to quality assure Assigned Educational Supervisor (AES) reports, using UK Joint Committee on Surgical Training (JCST) objective criteria, to evaluate contribution Annual Review of Competence Progression (ARCP). Design: Consecutive 145 AES reports from 75 trainers regarding 68 Core Surgical Trainees were assessed from 9 hospitals (2 Tertiary centres (77 reports), 7 District General Hospitals (68 reports)). Reports were assessed by independent assessors based on free text related to performance mapped to curricular objectives, operative logbooks, and Clinical Supervisor (CS) reports, and overall summary grades assigned ranging from development required, adequate, good, to excellent. Setting: A core surgical training programme serving a single UK (Wales) deanery. Participants: Sixty-eight consecutively appointed core surgical trainees and seventy-five consultant surgeon trainers. Results: Summary grades of adequate or above were achieved in 101/145 (69.7%) reports. Trainees' objective setting meetings were completed within 6 weeks of starting placements in 124/145 (85.5%). The proportions of AES reports containing free text commentary on curricular objectives, portfolio objectives, and operative logbook development were 128/145, 123/145, and 55/145 respectively. AES report quality was not associated with hospital status, subspecialty, or trainee grade. Female trainers were significantly more likely to provide reports graded as Good or Excellent compared with their male colleagues (7/12 vs. 27/133,  2 (2) = 9.389, p= 0.009). AES reports for male trainees were significantly more likely to be rated as further development required (40/85, 47.1%) when compared with female trainees (4/32, 12.5%, p=0.007). 3 Conclusion: Three in ten AES reports were insufficient to contribute to objective ARCP outcomes and a gender gap was apparent related to engagement. AES trainers should provide more focus if this summative tool is to be an effective career progression metric.

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Do female surgeons learn or teach differently?

Cited by 17 publications

References 25 publications

Women in surgery: a systematic review of 25 years

Women in surgery: a systematic review of 25 years

Gender effects in medical education: implications for training and gender equity in regional anesthesia

Summative Supervisor Reporting: A Quality Performance Perspective

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