Female Residents Give Themselves Lower Scores Than Male Colleagues and Faculty Evaluators on ACGME Milestones

Brady, Jacqueline M.; Bray, Alexandra; Kim, Peter; Schneider, Brandon; Lippe, Julienne; Mercer, Deana; Sutton, Karen M.

doi:10.1016/j.jsurg.2020.12.003

Cited by 10 publications

(4 citation statements)

References 19 publications

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“…2,12 As such, it is important to carefully consider how surgical educators can improve the consistency of surgical opportunity and objective feedback to improve trainee experiences in procedural training. 18 We did find an association between USMLE Step 1 score and private medical school training and lower self-reported confidence scores. These findings are difficult to explain, especially with USMLE Step 1 transitioning to a pass/fail reporting.…”

Section: Discussionmentioning

confidence: 49%

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Assessing Gender Differences in Technical Skills and Confidence in Orthopaedic Surgery Residency Applicants

et al. 2023

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Introduction: Variations in confidence for procedural skills have been demonstrated when comparing male and female medical students in surgical training. This study investigates whether differences in technical skill and self-reported confidence exist between male and female medical students applying to orthopaedic residency. Methods: All medical students (2017 to 2020) invited to interview at a single orthopaedic residency program were prospectively evaluated on their technical skills and self-reported confidence. Objective evaluation of technical skill included scores for a suturing task as evaluated by faculty graders. Self-reported confidence in technical skills was assessed before and after completing the assigned task. Scores for male and female students were compared by age, self-identified race/ethnicity, number of publications at the time of application, athletic background, and US Medical Licensing Examination Step 1 score. Results: Two hundred sixteen medical students were interviewed, of which 73% were male (n = 158). No gender differences were observed in suture task technical skill scores or mean difference in simultaneous visual task scores. The mean change from pre-task and post-task self-reported confidence scores was similar between sexes. Although female students trended toward lower post-task self-reported confidence scores compared with male students, this did not achieve statistical significance. Lower self-reported confidence was associated with a higher US Medical Licensing Examination score and with attending a private medical school. Discussion: No difference in technical skill or confidence was found between male and female applicants to a single orthopaedic surgery residency program. Female applicants trended toward self-reporting lower confidence than male applicants in post-task evaluations. Differences in confidence have been shown previously in surgical trainees, which may suggest that differences in skill and confidence may develop during residency training.

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Section: Discussionmentioning

confidence: 49%

Section: Discussionmentioning

confidence: 99%

Assessing Gender Differences in Technical Skills and Confidence in Orthopaedic Surgery Residency Applicants

et al. 2023

View full text Add to dashboard Cite

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“…In a retrospective review, US women orthopaedic residents consistently gave themselves scores that were lower than their faculty evaluations, whereas men tended to rate themselves at the same level or even above the level their faculty had rated them. 14 Two other studies show women scoring themselves lower than men. 15,16 We attempted to objectively assess this with a scenario-based survey to see if the differences could be attributed to men and women rating autonomy differently.…”

Section: Discussionmentioning

confidence: 95%

A comparison of operative autonomy between men and women in orthopaedic surgical training in Aotearoa New Zealand

Chan,

Bond,

Whiting

et al. 2023

NZMJ

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“…5 Self-assessment has the potential to address these challenges 6 and is emerging as an important tool in medical education because of its potential to align learner/instructor expectations, 7,8 catalyze self-reflection, 8 identify program deficiencies and guide curriculum development, 9 and encourage lifelong habits of accurate self-assessment driving self-directed learning and improvement. 7,10,11 Several non-primary care oriented residency programs have introduced self-assessment into milestone assessments [12][13][14][15][16][17][18][19][20][21][22][23] ; however, we have not seen milestone selfassessment introduced in a family medicine residency program in the US literature. This article shares the development of a self-assessment process for family medicine residents and the findings of a comparison between CCC assessments and resident self-assessments.…”

Section: Introductionmentioning

confidence: 99%

Resident Self-assessment and Clinical Competency Committee Evaluations in Family Medicine: A Single-Institution Study

Bhardwaj

Porterfield

Kuo

et al. 2023

Fam Med

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Background and Objectives: We sought to describe the process of integrating resident self-assessments into milestone assessments at the University of Texas Medical Branch Family Medicine Residency Program in Galveston, Texas. We compared resident self-assessments across milestones to Clinical Competency Committee (CCC) assessments across terms (fall versus spring) and by postgraduate year (PGY). Methods: In fall 2020, the milestone assessment process was updated to include a resident milestone self-assessment, which was used as the starting point for CCC assessment. We calculated mean and standard deviation of average milestone scores for both self-assessment and CCC for each PGY. We used repeated measure analysis of variance to examine within- and between-subject effects. Results: Self-assessment and CCC assessments were completed for 30 postgraduate trainees for spring 2020 and fall 2021 terms, for a total of 60 self- and 60 CCC assessments. CCC score was similar to self-assessment. There were larger variations in the resident self-assessment scores than CCC scores. Self-assessment scores increased by PGY, but were not different between fall and spring terms. We found a significant three-way interaction of assessors, terms, and PGYs. Conclusions: Resident milestone self-assessment enables residents to participate in the assessment process, and when differences exist between self- and CCC assessments, specific feedback can be given based on individual milestone skills. Our study showed progression between PGY regardless of the assessor, but only CCC assessment showed significant differences between terms.

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Female Residents Give Themselves Lower Scores Than Male Colleagues and Faculty Evaluators on ACGME Milestones

Cited by 10 publications

References 19 publications

Assessing Gender Differences in Technical Skills and Confidence in Orthopaedic Surgery Residency Applicants

Assessing Gender Differences in Technical Skills and Confidence in Orthopaedic Surgery Residency Applicants

A comparison of operative autonomy between men and women in orthopaedic surgical training in Aotearoa New Zealand

Resident Self-assessment and Clinical Competency Committee Evaluations in Family Medicine: A Single-Institution Study

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