Gender-based differences in letters of recommendation written for ophthalmology residency applicants

Lin, Fei; Oh, Soo Kyung; Gordon, Lynn K.; Pineles, Stacy L.; Rosenberg, Jamie B.; Tsui, Irena

doi:10.1186/s12909-019-1910-6

Cited by 77 publications

(93 citation statements)

References 26 publications

(16 reference statements)

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“…Despite having some promise, letters of recommendation are plagued with a number of problems including poor interrater reliability (Baxter et al, 1981) and the potential for gender or racial differences in letter content (Houser & Lemmons, 2018b;Lin et al, 2019;Lunneborg & Lillie, 1973;Madera et al, 2009Madera et al, , 2019Morgan et al, 2013;Schmader et al, 2007). To our knowledge, research examining subgroup differences in letter content has not examined whether these differences translate into different selection outcomes in the context of graduate admissions; however, Madera et al (2009Madera et al ( , 2019 examined this question among applicants for a faculty position.…”

Section: Letters Of Recommendationmentioning

confidence: 99%

Bias, Fairness, and Validity in Graduate Admissions: A Psychometric Perspective

Woo¹,

LeBreton²,

Keith³

et al. 2020

Preprint

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As many schools and departments are considering the removal of the Graduate Record Examination (GRE) from their graduate admission processes to enhance equity and diversity in higher education, controversies arise. From a psychometric perspective, we see a critical need for clarifying the meanings of measurement bias and fairness, in order to create common ground for constructive discussions within the field of psychology, higher education, and beyond. We critically evaluate six major sources of information that are widely used in graduate admission assessment: grade point average, personal statements, resumes/CVs, letters of recommendation, interviews, and GRE. We review empirical research evidence available to date on the validity, bias, and fairness issues associated with each of these admission measures, and identify potential issues that have been overlooked in the literature. We conclude by suggesting several directions for practical steps to improve the current admissions decisions, as well as highlighting areas in which future research would be beneficial.

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Section: Letters Of Recommendationmentioning

confidence: 99%

Bias, Fairness, and Validity in Graduate Admissions: A Psychometric Perspective

Woo¹,

LeBreton²,

Keith³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Another example of an action item for implementing a holistic review process is increasing committee awareness of potential bias in subjective academic metrics such as LORs and narrative student evaluations. Although some studies have shown gender-based differences in LORs, demonstrating that letters for male applicants often use a more authentic tone and use more achievement and power words than those written for female applicants, [56][57][58] few studies examine potential racial and ethnic biases in LORs. At least one training program has found that letter writers for their applicants describe UIM applicants as less agentic than white and Asian applicants.…”

Section: Discussionmentioning

confidence: 99%

“…There are more published studies assessing for potential gender bias in LORs for residency and fellowship applicants (Table 5). Studies have found that, when compared with letters for female applicants, letters for male applicants had a more authentic tone, 56,57 used more achievement words 58 and more agentic words 59-61 (ie, superb, intelligent, exceptional), 59 contained more possessive language, 61 were more likely to contain the words ''future leader'' 59 or ''future success,'' 61 and contained more references to personal drive, knowledge, leadership, and power. 56,58 Letters for female applicants tended to use more terms such as ''hardworking,'' ''compassionate,'' and ''teacher'' 56,62 and more socio- communal phrases (ie, teamwork, helpfulness) 62 and were more likely to reference the applicant's spouse's accomplishments.…”

Section: Letters Of Recommendationmentioning

confidence: 99%

Strategies to Enhance Diversity, Equity, and Inclusion in Pathology Training Programs: A Comprehensive Review of the Literature

Ware

Flax

White

2021

Archives of Pathology &Amp; Laboratory Medicine

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Context.— Like many medical specialties, pathology faces the ongoing challenge of effectively enriching diversity, equity, and inclusion within training programs and the field as a whole. This issue is furthered by a decline in US medical student interest in the field of pathology, possibly attributable to increasingly limited pathology exposure during medical school and medical student perceptions about careers in pathology. Objective.— To review the literature to identify the challenges to diversity, equity, and inclusion in pathology, with an emphasis on the pathology trainee pipeline. To evaluate the medical education literature from other medical specialties for diversity and inclusion–focused studies and initiatives, and determine the outcomes and/or approaches relevant for pathology training programs. Data Sources.— A literature review was completed by a search of the PubMed database, as well as a similar general Google search. Additional resources, including the Web sites of the Association of American Medical Colleges, the Electronic Residency Application Service, and the National Resident Matching Program, were used. Conclusions.— Many strategies exist to increase diversity and encourage an inclusive and equitable training environment, and many of these strategies may be applied to the field of pathology. Interventions such as increasing exposure to the field, using a holistic application review process, and addressing implicit biases have been shown to promote diversity, equity, and inclusion in many medical specialties. In addition, increasing access to elective and pipeline programs may help to bolster medical student interest in careers in pathology.

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“…Understanding gender disparity in the academic eld would help in selecting candidates for professions. Despite that there was no gender difference in students' performance on computer-based examinations [27], gender-based disparity was studied and proved in medical education and in non-cognitive factors [28][29][30][31][32]. A study has shown that student ability in computer-based examinations were not affected [27].…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

Hakami

2020

Preprint

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Background: Learning environment and academic performance can be investigated from various aspects. Numerous interfering factors make this issue a complex one. The aim of this study is to understand the role of absenteeism on the overall score of medical sciences students and to consider the difference between male and female students.Methods: Academic performance was evaluated using the overall grades. Assessments of students and absence rate were tracked in two consecutive semesters (January–April 2019 and September–December of the same year), followed by sequential alignment to evaluate and correlate males (n=43) and females (n=72) results. During the semester, all teaching and assessment methods were unified to both sections to mitigate any confounding results from the teaching method to either section. Academic activities were assessed automatically and subjectively. SEKONIC SR-3500 HYBRID Machine was used to correct and analyze the answers of multiple-choice questions of the Midterm and final examination. Objective marks were compiled with the scores of the subjective answers to generate the final academic degree. These overall marks were correlated and statistically analyzed with the absence rates.Results: Preliminary data of the mean scores between male and female students during three semesters were statistically significant (**** p<0.0001). To correlate marks with absenteeism, the correlation coefficient (r) was in a negative value which indicates an inverse correlation between X (absence rate) and Y data (scores). But, a statistically significant correlation was found in the male section (**p= 0.0011 for the first semester; *p= 0.0255 for the second semester) but no significance was observed with the female scores (p= 0.2041; p=0.1537).Conclusions: The results show that female marks are not solely dependent on class attendance but probably other factors were involved such as self-learning, motivation and group discussion. The female mean scores were significantly higher in five semesters in a row compared to male students. Male overall scores prove to be conditioned with the instructor explanation. The finding indicates a gender variation in the academic performance measured by overall grades taking absenteeism rate into account.

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Gender-based differences in letters of recommendation written for ophthalmology residency applicants

Cited by 77 publications

References 26 publications

Bias, Fairness, and Validity in Graduate Admissions: A Psychometric Perspective

Bias, Fairness, and Validity in Graduate Admissions: A Psychometric Perspective

Strategies to Enhance Diversity, Equity, and Inclusion in Pathology Training Programs: A Comprehensive Review of the Literature

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

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