Examining gender bias in the feedback shared with family medicine residents
Examining gender bias in the feedback shared with family medicine residents
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DOI：
10.1080/14739879.2017.1362665
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发表时间：
2017-01-01
影响因子：
1.3
通讯作者：
Ross, Shelley
中科院分区：
文献类型：
--
作者：
Loeppky, Chantal;Babenko, Oksana;Ross, Shelley
目标：基于能力的教育越来越重视对学习者的形成性反馈，作为评估过程的一部分。我们希望确定在与加拿大一所大学为期两年的家庭医学住院医师项目的研究生医学实习生(住院医生)分享的反馈中是否存在性别偏见。方法：我们对从基于能力的成就系统数据库中提取的书面反馈(现场笔记)进行二次数据分析。2012至2016年间，464名教士(188名女性；276名男性)共为192名居民(104名女性；88名男性)撰写了7316份田野笔记，形成了四个性别二元体。采用描述性统计方法考察现场笔记的使用频率、能力(哨兵习惯；SH)、进步水平(PL)、形容词使用情况(基于能力/能力；基于社区/温暖)的趋势。结果：男性和女性教师平均分别写出7和14个现场笔记。女性居民平均收到女性教师的反馈意见(7条)多于男性教师的反馈意见(4条)。在PGY1和PGY2组中，M-M和M-F驻留-前导二联体分别有最少和最多的“停止、重要修正”场注记。尽管受训者总体上使用施事形容词的频率高于公共形容词，但F-M住院医师-受训者二联体中，受事形容词的比例最高，施事形容词的比例最低。结论：住院医师在住院医师培训过程中将受益于从男性和女性受训者那里获得反馈的多个机会。教师发展使人们注意到潜在的性别偏见，这可能有助于确保公平的教学和对学习者的高质量反馈。
Objectives: Competency-based education places increasing emphasis on formative feedback to learners as part of the assessment process. We wished to determine if gender bias was present in the feedback shared with post-graduate medical trainees (residents) in a two-year family medicine residency program at a Canadian university.Methods: We performed secondary data analyses of documented feedback (FieldNotes) extracted from the Competency-Based Achievement System database. Between 2012 and 2016, 464 preceptors (188 female (F); 276 male (M)) wrote in total 7316 FieldNotes for 192 residents (104 F; 88 M), forming four gender dyads. Descriptive statistics were used to examine trends in FieldNotes frequencies, competencies (Sentinel Habits; SH), progress levels (PL), and the use of adjectives (agentic/competency-based; communal/warmth-based) by preceptors in the FieldNotes.Results: Male and female preceptors wrote on average 7 and 14 FieldNotes, respectively. Female residents received on average more feedback comments from female preceptors (7 notes) than from male preceptors (4 notes). The M-M and M-F resident-preceptor dyads had, respectively, the least and the most 'Stop, Important correction' FieldNotes in both the PGY1 and PGY2 groups. Although preceptors used agentic adjectives more frequently than communal adjectives overall, the F-M resident-preceptor dyad contained the highest proportion of communal adjectives and the lowest proportion of agentic adjectives.Conclusions: Residents would benefit from multiple opportunities for feedback from both male and female preceptors throughout their residency training. Faculty development to bring attention to potential gender bias may be useful to ensure equitable teaching and quality feedback for learners.