Beyond the Ratings: Gender Effects in Written Comments from Clinical Teaching Assessments

Autor/inn/en	Ginsburg, Shiphra; Stroud, Lynfa; Lynch, Meghan; Melvin, Lindsay; Kulasegaram, Kulamakan
Titel	Beyond the Ratings: Gender Effects in Written Comments from Clinical Teaching Assessments
Quelle	In: Advances in Health Sciences Education, 27 (2022) 2, S.355-374 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginsburg, Shiphra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-021-10088-1
Schlagwörter	Gender Differences; Medical Education; Clinical Teaching (Health Professions); Linguistics; Emotional Response; Psychological Patterns; Teacher Evaluation; School Culture + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Medizinische Ausbildung; Linguistik; Emotionales Verhalten; Teacher appraisal; Lehrerbeurteilung; Schulkultur; Schulleben
Abstract	Assessment of clinical teachers by learners is problematic. Construct-irrelevant factors influence ratings, and women teachers often receive lower ratings than men. However, most studies focus only on numeric scores. Therefore, the authors analyzed written comments on 4032 teacher assessments, representing 282 women and 448 men teachers in one Department of Medicine, to explore for gender differences. NVivo was used to search for 61 evidence- and theoretically-based terms purported to reflect teaching excellence, which were analyzed using 2 × 2 chi-squared tests. The Linguistic Index and Word Count (LIWC) was used to categorize comment data, which were analyzed using linear regressions. The only significant difference in NVivo was that men were more likely than women to have the word "available" in a comment (OR 1.4, p < 0.05). A subset of LIWC variables showed significant gender differences, but all effects were modest. Men teachers had more positive emotion words written about them, while negative emotion words appeared equally. Significant differences occurred more often between the men and women residents who wrote the comments, rather than those attributed to the gender of the teachers. For example, women residents used more social and gender-related words ([beta] 1.87, p < 0.001) and fewer words related to power or achievement ([beta] -3.78, p < 0.001) than men residents. Profound gender differences were not found in teacher assessment comments in this large, diverse academic department of medicine, which differs from other studies. The authors explore possible reasons including differences in departmental culture and issues related to the methods used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01