Gender Differences in Attending Physicians' Feedback to Residents: A Qualitative Analysis

Anna S Mueller, Tania M Jenkins, Melissa Osborne, Arjun Dayal, Daniel M O'Connor, Vineet M Arora, Anna S Mueller, Tania M Jenkins, Melissa Osborne, Arjun Dayal, Daniel M O'Connor, Vineet M Arora

Abstract

Background: Prior research has shown a gender gap in the evaluations of emergency medicine (EM) residents' competency on the Accreditation Council for Graduate Medical Education (ACGME) milestones, yet the practical implications of this are not fully understood.

Objective: To better understand the gender gap in evaluations, we examined qualitative differences in the feedback that male and female residents received from attending physicians.

Methods: This study used a longitudinal qualitative content analysis of narrative comments by attending physicians during real-time direct observation milestone evaluations of residents. Comments were collected over 2 years from 1 ACGME-accredited EM training program.

Results: In total, 1317 direct observation evaluations with comments from 67 faculty members were collected for 47 postgraduate year 3 EM residents. Analysis of the comments revealed that the ideal EM resident possesses many stereotypically masculine traits. Additionally, examination of a subset of the residents (those with 15 or more comments, n = 35) showed that when male residents struggled, they received consistent feedback from different attending physicians regarding aspects of their performance that needed work. In contrast, when female residents struggled, they received discordant feedback from different attending physicians, particularly regarding issues of autonomy and assertiveness.

Conclusions: Our study revealed qualitative differences in the kind of feedback that male and female EM residents received from attending physicians. The findings suggest that attending physicians should endeavor to provide male and female residents with consistent feedback and guard against gender bias in their perceptions of residents' capabilities.

Conflict of interest statement

Conflict of interest: Drs O'Connor and Dayal co-developed InstantEval, which was used to collect the evaluation data in this study, and have a financial interest in this product. Dr Arora receives honoraria from the American Board of Internal Medicine. A prior version of this study was presented at the Sociologists for Women in Society Winter Meeting, Albuquerque, New Mexico, February 9–12, 2017.

References

    1. Lautenberger DM, Dandar VM, Raezer CL et al. . The state of women in academic medicine: the pipeline and pathways to leadership, 2013–2014. . Accessed August 3, 2017.
    1. Edmunds LD, Ovseiko PV, Shepperd S, et al. . Why do women choose or reject careers in academic medicine? A narrative review of empirical evidence. Lancet. 2016; 388 10062: 2948– 2958.
    1. Wehner MR, Nead KT, Linos K, et al. . Plenty of moustaches but not enough women: cross sectional study of medical leaders. BMJ. 2015; 351: h6311.
    1. Kuhn GJ, Abbuhl SB, Clem KJ, et al. . Recommendations from the Society for Academic Emergency Medicine (SAEM) Taskforce on women in academic emergency medicine. Acad Emerg Med. 2008; 15 8: 762– 767.
    1. Cydulka RK, D'Onofrio G, Schneider S, et al. . Women in academic emergency medicine. Acad Emerg Med. 2000; 7 9: 999– 1007.
    1. Freund KM, Raj A, Kaplan SE, et al. . Inequities in academic compensation by gender: a follow-up to the national faculty survey cohort study. Acad Med. 2016; 91 8: 1068– 1073.
    1. Jena AB, Olenski AR, Blumenthal DM. . Sex differences in physician salary in US public medical schools. JAMA Intern Med. 2016; 176 9: 1294– 1304.
    1. Cheng D, Promes S, Clem K, et al. . Chairperson and faculty gender in academic emergency medicine departments. Acad Emerg Med. 2006; 13 8: 904– 906.
    1. Nasca TJ, Philibert I, Brigham T, et al. . The next GME accreditation system—rationale and benefits. N Engl J Med. 2012; 366 11: 1051– 1056.
    1. Castilla EJ, Benard S. . The paradox of meritocracy in organizations. Admin Sci Q. 2010; 55 4: 543– 676.
    1. Correll SJ, Ridgeway CL, Zuckerman EW, et al. . It's the conventional thought that counts: how third-order inference produces status advantage. Am Soc Rev. 2017; 82 2: 297– 327.
    1. Foschi M. . Double standards for competence: theory and research. Ann Rev Soc. 2000; 26: 21– 42.
    1. Hirshfield LE. . “She's not good with crying”: the effect of gender expectations on graduate students' assessments of their principal investigators. Gender Educ. 2014; 26 6: 601– 617.
    1. Wenneras C, Wold A. . Nepotism and sexism in peer-review. Nature. 1997; 387 6631: 341– 343.
    1. Steinpreis RE, Anders KA, Ritzke D. . The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: a national empirical study. Sex Roles. 1999; 41 7: 509– 528.
    1. Sprague J, Massoni K. . Student evaluations and gendered expectations: what we can't count can hurt us. Sex Roles. 2005; 53 11: 779– 793.
    1. Dayal A, O'Connor DM, Qadri U, et al. . Comparison of male vs female resident milestone evaluations by faculty during emergency medicine residency training. JAMA Intern Med. 2017; 177 5: 651– 657.
    1. Varpio L, Ajjawi R, Monrouxe LV, et al. . Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking. Med Educ. 2017; 51 1: 40– 50.
    1. Accreditation Council for Graduate Medical Education; American Board of Emergency Medicine. The Emergency Medicine Milestone Project. July 2015. . Accessed August 3, 2017.
    1. Ivankova NV, Creswell JW, Stick SL. . Using mixed-methods sequential explanatory design: from theory to practice. Field Methods. 2006; 18 1: 3– 20. . Accessed August 3, 2017.
    1. Lofland J, Snow DA, Anderson L, et al. . Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. 4th ed. Belmont, CA: Thomson/Wadsworth; 2006.
    1. Gorman EH. . Gender stereotypes, same-gender preferences, and organizational variation in the hiring of women: evidence from law firms. Am Soc Rev. 2005; 70 4: 702– 728.
    1. Koenig AM, Eagly AH, Mitchell AA, et al. . Are leader stereotypes masculine? A meta-analysis of three research paradigms. Psychol Bull. 2011; 137 4: 616– 642.
    1. Fischbach A, Lichtenthaler PW, Horstmann N. . Leadership and gender stereotyping of emotions. J Personnel Psych. 2015; 14: 153– 162.
    1. American Association of University Women. Barriers and bias: the status of women in leadership. 2016. . Accessed August 3, 2017.
    1. Goniewicz M. . Effect of military conflicts on the formation of emergency medical services systems worldwide. Acad Emerg Med. 2013; 20 5: 507– 513.
    1. Braswell H, Kushner HI. . Suicide, social integration, and masculinity in the US military. Soc Sci Med. 2012; 74 4: 530– 536.
    1. Correll S, Simard C. . Research: vague feedback is holding women back. Harvard Business Review. April 29, 2016. . Accessed August 3, 2017.
    1. Ridgeway CL. . Framed before we know it: how gender shapes social relations. Gender Soc. 2009; 23 2: 145– 160.
    1. Moss-Racusin CA, Dovidio JF, Brescoll VL, et al. . Science faculty's subtle gender biases favor male students. Proc Natl Acad Sci USA. 2012; 109 41: 16474– 16479.
    1. Laube H, Massoni K, Sprague J, et al. . The impact of gender on the evaluation of teaching: what we know and what we can do. NWSA J. 2007; 19 3: 87– 104.
    1. Kolehmainen C, Brennan M, Filut A, et al. . Afraid of being “witchy with a ‘b'”: a qualitative study of how gender influences residents' experiences leading cardiopulmonary resuscitation. Acad Med. 2014; 89 9: 1276– 1281.
    1. Burgess DJ, Joseph A, Van Ryn M, et al. . Does stereotype threat affect women in academic medicine? Acad Med. 2012; 87 4: 506– 512.
    1. Deville C, Hwang WT, Burgos R, et al. . Diversity in graduate medical education in the United States by race, ethnicity, and sex, 2012. JAMA Intern Med. 2015; 175 10: 1706– 1708.
    1. Krupat E, Pololi L, Schnell ER, et al. . Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools. Acad Med. 2013; 88 9: 1252– 1258.
    1. Carnes M, Devine PG, Baier Manwell L, et al. . Effect of an intervention to break the gender bias habit for faculty at one institution: a cluster randomized, controlled trial. Acad Med. 2015; 90 2: 221– 230.
    1. Powell D, Scott JL, Rosenblatt M, et al. . Commentary: a call for culture change in academic medicine. Acad Med. 2010; 85 4: 586– 587.
    1. Westring AF, Speck RM, Dupuis Sammel M, et al. . Culture matters: the pivotal role of culture for women's careers in academic medicine. Acad Med. 2014; 89 4: 658– 663.

Source: PubMed

3
Subscribe