在教学中的性别差异 居民对儿科院校的教学评估
Rebekah S Shaw1, Katrina L Foo2, Alexandra Blumer1
1Departments of Pediatrics.
Hospital pediatrics
|November 7, 2023
概括
女性儿科教师比男性教师获得更高的教学评价,特别是在门诊和一般儿科环境中. 这些发现有助于理解学术医学中的性别差异.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 医学中的性别研究.
背景情况:
- 女性医生面临的晋升率低于男性医生,尽管代表性过高.
- 教学评估显著影响医生在学术环境中的进步.
- 关于儿科院的住院评估中性别差异的研究有限.
研究的目的:
- 调查儿科院的住院评估中的潜在性别差异.
- 确定这些差异是否在儿科子专业和主要工作环境之间存在差异.
主要方法:
- 对2015年1月1日至2020年3月9日期间住院生完成的儿科教师机构特定评估的分析.
- 通过Wilcoxon 2样本测试,根据性别对教师平均绩效评级的比较.
主要成果:
- 与男性教师相比,女性教师的整体教学能力评分 (4.67) 高于男性教师 (4.65;P = .004).
- 在门诊机构和一般儿科机构观察到女性教师的评分更高,但在住院或亚专科机构没有.
- 在住院患者或子专业儿科教师中,在男性和女性教师的评分中没有发现统计学上显著的差异.
结论:
- 女性儿科教师在总体教学能力方面比男性教师在统计学上被评为更高.
- 这些差异主要是由门诊机构和一般儿科医生的评估驱动的.
- 虽然这些评级差异在统计学上具有显著意义,但其教育意义需要进一步调查,从而增加了学术医学中性别差异的论述.
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