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Faculty and Peer Support During Pediatric Residency: Association With Performance Outcomes, Race, and Gender
Sarah Webber1, Alan Schwartz2, Kathi J Kemper3
1Department of Pediatrics, University of Wisconsin School of Medicine and Public Health (S Webber, JC Babal, and DJ Sklansky), Madison, Wis.
Academic Pediatrics
|August 18, 2020
Summary
Resident satisfaction with support impacts performance. Underrepresented residents report lower satisfaction and scores, highlighting potential racial inequities in medical education.
Area of Science:
- Medical Education Research
- Healthcare Equity
- Professional Development
Background:
- Pediatric residency programs assess resident performance using milestone-based competency scores.
- Understanding factors influencing resident performance is crucial for improving medical training.
Purpose of the Study:
- To investigate the link between resident perceptions of colleague and faculty support and their performance.
- To explore how race and gender influence these perceptions and milestone scores.
Main Methods:
- Utilized annual survey data from pediatric residents (2016-2018) measuring satisfaction with support.
- Analyzed Pediatric Milestone Competency scores from the Association of Pediatric Program Directors.
- Employed linear fixed-effects models to assess relationships between support, demographics, and performance.
Main Results:
- High resident satisfaction with support was common, but Asian and underrepresented in medicine (URM) residents reported lower satisfaction than White peers.
- Satisfied residents achieved higher milestone scores; dissatisfied residents had lower scores across most domains.
- URM residents scored lower than White residents, partly due to lower support satisfaction.
Conclusions:
- Resident satisfaction with support is a significant correlate of milestone performance.
- Lower support satisfaction among URM residents may contribute to racial inequities in performance scores.
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