Exploring gender and thematic differences in qualitative assessments of internal medicine resident performance Article Swipe
Robin Klein
,
Erin D. Snyder
,
Jennifer Koch
,
Anna Volerman
,
Sarah Alba-Nguyen
,
Katherine A. Julian
,
Vanessa Thompson
,
Nneka N. Ufere
,
Sherri‐Ann M. Burnett‐Bowie
,
Anshul Kumar
,
Bobbie Ann Adair White
,
Yoon Soo Park
,
Kerri Palamara
·
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.1186/s12909-023-04917-7
YOU?
·
· 2023
· Open Access
·
· DOI: https://doi.org/10.1186/s12909-023-04917-7
Introduction Evidence suggests gender disparities in medical education assessment, including differences in ratings of competency and narrative comments provided in resident performance assessments. This study explores how gender manifests within the content of qualitative assessments (i.e., narrative comments or performance feedback) of resident performance. Methods Qualitative content analysis was used to explore gender-based differences in narrative comments included in faculty assessments of resident performance during inpatient medicine rotations at six Internal Medicine residency programs, 2016–2017. A blinded, multi-analyst approach was employed to identify themes across comments. Patterns in themes with resident gender and post-graduate year (PGY) were explored, focusing on PGY2 and PGY3 when residents are serving in the team leader role. Results Data included 3,383 evaluations with narrative comments of 385 men (55.2%) and 313 women residents (44.8%). There were thematic differences in narrative comments received by men and women residents and how these themes manifested within comments changed with training time. Compared to men, comments about women had a persistent relationship-orientation and emphasized confidence over training including as interns and in PGY2 and PGY3, when serving as team leader. The relationship-orientation was characterized not only by the residents’ communal attributes but also their interpersonal and communication skills, including efforts supporting others and establishing the tone for the team. Comments about women residents often highlighted confidence, including recommendations around behaviors that convey confidence in decision-making and team leadership. Discussion There were gender-based thematic differences in qualitative assessments. Comments about women resident team leaders highlight relationship building skills and urge confidence and actions that convey confidence as team leader. Persistent attention to communal skills suggests gendered expectations for women resident team leaders and a lost opportunity for well-rounded feedback to the disadvantage of women residents. These findings may inform interventions to promote equitable assessment, such as providing feedback across the competencies.
Related Topics
Concepts
Narrative
Thematic analysis
Interpersonal communication
Psychology
Medical education
Narrative inquiry
Qualitative research
Graduate medical education
Qualitative property
Medicine
Applied psychology
Social psychology
Sociology
Social science
Linguistics
Machine learning
Accreditation
Philosophy
Computer science
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1186/s12909-023-04917-7
- https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-023-04917-7
- OA Status
- gold
- Cited By
- 3
- References
- 33
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4389489132
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
-
https://openalex.org/W4389489132Canonical identifier for this work in OpenAlex
- DOI
-
https://doi.org/10.1186/s12909-023-04917-7Digital Object Identifier
- Title
-
Exploring gender and thematic differences in qualitative assessments of internal medicine resident performanceWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2023Year of publication
- Publication date
-
2023-12-08Full publication date if available
- Authors
-
Robin Klein, Erin D. Snyder, Jennifer Koch, Anna Volerman, Sarah Alba-Nguyen, Katherine A. Julian, Vanessa Thompson, Nneka N. Ufere, Sherri‐Ann M. Burnett‐Bowie, Anshul Kumar, Bobbie Ann Adair White, Yoon Soo Park, Kerri PalamaraList of authors in order
- Landing page
-
https://doi.org/10.1186/s12909-023-04917-7Publisher landing page
- PDF URL
-
https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-023-04917-7Direct link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
-
goldOpen access status per OpenAlex
- OA URL
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https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-023-04917-7Direct OA link when available
- Concepts
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Narrative, Thematic analysis, Interpersonal communication, Psychology, Medical education, Narrative inquiry, Qualitative research, Graduate medical education, Qualitative property, Medicine, Applied psychology, Social psychology, Sociology, Social science, Linguistics, Machine learning, Accreditation, Philosophy, Computer scienceTop concepts (fields/topics) attached by OpenAlex
- Cited by
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3Total citation count in OpenAlex
- Citations by year (recent)
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2025: 2, 2024: 1Per-year citation counts (last 5 years)
- References (count)
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33Number of works referenced by this work
- Related works (count)
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10Other works algorithmically related by OpenAlex
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