Gender and preceptors' feedback to students
B S O'Hara1, S A Maple, S P Bogdewic
1Bowen Research Center, Indiana University, Long Hospital, Indianapolis,IN 46202-5102, USA.
Summary
Preceptor evaluation comments on medical students showed gender-based differences. Female preceptors commented more on male students' personality and female students' negative clinical skills.
Area of Science:
- Medical Education
- Gender Studies in Medicine
- Psychology of Performance Evaluation
Background:
- Medical education relies heavily on preceptor evaluations for student development.
- Understanding potential biases in evaluations, such as those related to gender, is crucial for fair assessment.
- Previous research has explored gender dynamics in professional feedback, but specific nuances in medical student evaluations require further investigation.
Purpose of the Study:
- To investigate whether preceptor and medical student genders influence the content of evaluation comments.
- To identify specific themes in evaluations that may be disproportionately affected by gender interactions.
- To contribute to a more equitable and unbiased medical training environment.
Main Methods:
- Analysis of preceptor evaluation comments for medical students.
- Categorization of comments based on themes such as personality and clinical skills.
- Statistical comparison of comment themes across different gender combinations of preceptors and students.
Main Results:
- Overall, preceptors commented on similar themes and proportions irrespective of gender.
- Female preceptors more frequently commented on 'Personality/Maturity' and 'Personality/Character' for male students compared to female students.
- Female preceptors were also more likely to comment on 'Clinical Skills-Negative' for female students than for male students.
Conclusions:
- Gender dynamics can subtly influence specific aspects of preceptor feedback to medical students.
- Awareness of these gender-based comment patterns is essential for preceptors to ensure objective evaluations.
- Further research should explore the impact of these nuanced comments on student progression and professional identity.
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