Identifying Gender-Related Differences in Graduate Medical Education with the Use of a Web-Based Professionalism
Manuel C Vallejo, Lauren E Imler1, Shelia S Price2
1West Virginia University Health Sciences Center.
Southern Medical Journal
|May 3, 2023
Summary
A professionalism monitoring tool revealed that men were twice as likely as women to be reported for professionalism breaches in medical education. This system facilitated timely interventions and recognition of exemplary behavior among resident physicians.
Area of Science:
- Medical Education
- Professionalism in Healthcare
- Graduate Medical Education (GME)
Background:
- Ensuring a healthy training environment for resident physicians is crucial.
- Trainees must demonstrate professionalism towards patients, faculty, and staff.
- West Virginia University Graduate Medical Education (GME) implemented a web-based reporting system for professionalism breaches and exemplary behavior.
Purpose of the Study:
- To identify characteristics of resident trainees involved in professionalism or mistreatment incidents.
- To understand factors influencing professionalism in GME.
- To improve professionalism training and monitoring within GME programs.
Main Methods:
- A descriptive analysis of GME "button push" activations from July 2013 to June 2021.
- Comparison of trainee characteristics associated with specific button activations.
- Statistical analysis using chi-squared and t-tests, with logistic regression for significant differences.
Main Results:
- 598 "button push" activations were recorded over 8 years; 54% were anonymous.
- 98% of reports were resolved within 14 days.
- Men (66.3%) were identified more frequently than women (33.7%) in professionalism breach reports; 90% of individuals had only one reported incident.
Conclusions:
- A web-based professionalism monitoring tool identified gender disparities in reporting professionalism breaches.
- The system facilitated prompt interventions and recognition of positive professional conduct.
- The tool aids in understanding and improving professionalism within graduate medical education.
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