Role of faculty characteristics in failing to fail in clinical clerkships.
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| Title: | Role of faculty characteristics in failing to fail in clinical clerkships. |
|---|---|
| Authors: | Swails, Jennifer L., Gadgil, Meghana A., Goodrum, Heath, Gupta, Resmi, Rahbar, Mohammad H., Bernstam, Elmer V. |
| Source: | Medical Education. Jun2022, Vol. 56 Issue 6, p634-640. 7p. 1 Illustration, 2 Charts. |
| Subjects: | Academic achievement evaluation, Occupational roles, Medical students, Comparative studies, Educators, Odds ratio, Medical education |
| Abstract: | Introduction: In the context of competency‐based medical education, poor student performance must be accurately documented to allow learners to improve and to protect the public. However, faculty may be reluctant to provide evaluations that could be perceived as negative, and clerkship directors report that some students pass who should have failed. Student perception of faculty may be considered in faculty promotion, teaching awards, and leadership positions. Therefore, faculty of lower academic rank may perceive themselves to be more vulnerable and, therefore, be less likely to document poor student performance. This study investigated faculty characteristics associated with low performance evaluations (LPEs). Method: The authors analysed individual faculty evaluations of medical students who completed the third‐year clerkships over 15 years using a generalised mixed regression model to assess the association of evaluator academic rank with likelihood of an LPE. Other available factors related to experience or academic vulnerability were incorporated including faculty age, race, ethnicity, and gender. Results: The authors identified 50 120 evaluations by 585 faculty on 3447 students between January 2007 and April 2021. Faculty were more likely to give LPEs at the midpoint (4.9%), compared with the final (1.6%), evaluation (odds ratio [OR] = 4.004, 95% confidence interval [CI] [3.59, 4.53]; p < 0.001). The likelihood of LPE decreased significantly during the 15‐year study period (OR = 0.94 [0.90, 0.97]; p < 0.01). Full professors were significantly more likely to give an LPE than assistant professors (OR = 1.62 [1.08, 2.43]; p = 0.02). Women were more likely to give LPEs than men (OR = 1.88 [1.37, 2.58]; p 0.01). Other faculty characteristics including race and experience were not associated with LPE. Conclusions: The number of LPEs decreased over time, and senior faculty were more likely to document poor medical student performance compared with assistant professors. By analyzed 50,120 medical student evaluations over 15 years, the authors found that the number of failing evaluations is decreasing over time. Senior faculty were more likely to document poor student performance than assistant professors. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 157152445 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Role of faculty characteristics in failing to fail in clinical clerkships. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Swails%2C+Jennifer+L%2E%22">Swails, Jennifer L.</searchLink><br /><searchLink fieldCode="AR" term="%22Gadgil%2C+Meghana+A%2E%22">Gadgil, Meghana A.</searchLink><br /><searchLink fieldCode="AR" term="%22Goodrum%2C+Heath%22">Goodrum, Heath</searchLink><br /><searchLink fieldCode="AR" term="%22Gupta%2C+Resmi%22">Gupta, Resmi</searchLink><br /><searchLink fieldCode="AR" term="%22Rahbar%2C+Mohammad+H%2E%22">Rahbar, Mohammad H.</searchLink><br /><searchLink fieldCode="AR" term="%22Bernstam%2C+Elmer+V%2E%22">Bernstam, Elmer V.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Jun2022, Vol. 56 Issue 6, p634-640. 7p. 1 Illustration, 2 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+achievement+evaluation%22">Academic achievement evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: In the context of competency‐based medical education, poor student performance must be accurately documented to allow learners to improve and to protect the public. However, faculty may be reluctant to provide evaluations that could be perceived as negative, and clerkship directors report that some students pass who should have failed. Student perception of faculty may be considered in faculty promotion, teaching awards, and leadership positions. Therefore, faculty of lower academic rank may perceive themselves to be more vulnerable and, therefore, be less likely to document poor student performance. This study investigated faculty characteristics associated with low performance evaluations (LPEs). Method: The authors analysed individual faculty evaluations of medical students who completed the third‐year clerkships over 15 years using a generalised mixed regression model to assess the association of evaluator academic rank with likelihood of an LPE. Other available factors related to experience or academic vulnerability were incorporated including faculty age, race, ethnicity, and gender. Results: The authors identified 50 120 evaluations by 585 faculty on 3447 students between January 2007 and April 2021. Faculty were more likely to give LPEs at the midpoint (4.9%), compared with the final (1.6%), evaluation (odds ratio [OR] = 4.004, 95% confidence interval [CI] [3.59, 4.53]; p < 0.001). The likelihood of LPE decreased significantly during the 15‐year study period (OR = 0.94 [0.90, 0.97]; p < 0.01). Full professors were significantly more likely to give an LPE than assistant professors (OR = 1.62 [1.08, 2.43]; p = 0.02). Women were more likely to give LPEs than men (OR = 1.88 [1.37, 2.58]; p 0.01). Other faculty characteristics including race and experience were not associated with LPE. Conclusions: The number of LPEs decreased over time, and senior faculty were more likely to document poor medical student performance compared with assistant professors. By analyzed 50,120 medical student evaluations over 15 years, the authors found that the number of failing evaluations is decreasing over time. Senior faculty were more likely to document poor student performance than assistant professors. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/medu.14725 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 634 Subjects: – SubjectFull: Academic achievement evaluation Type: general – SubjectFull: Occupational roles Type: general – SubjectFull: Medical students Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Educators Type: general – SubjectFull: Odds ratio Type: general – SubjectFull: Medical education Type: general Titles: – TitleFull: Role of faculty characteristics in failing to fail in clinical clerkships. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Swails, Jennifer L. – PersonEntity: Name: NameFull: Gadgil, Meghana A. – PersonEntity: Name: NameFull: Goodrum, Heath – PersonEntity: Name: NameFull: Gupta, Resmi – PersonEntity: Name: NameFull: Rahbar, Mohammad H. – PersonEntity: Name: NameFull: Bernstam, Elmer V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 56 – Type: issue Value: 6 Titles: – TitleFull: Medical Education Type: main |
| ResultId | 1 |
