Assessing Implicit Gender Bias in Medical Student Performance Evaluations

2010 ◽  
Vol 33 (3) ◽  
pp. 365-385 ◽  
Author(s):  
Rick D. Axelson ◽  
Catherine M. Solow ◽  
Kristi J. Ferguson ◽  
Michael B. Cohen
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
Gender Bias ◽  
Performance Evaluations

scholarly journals The State of Medical Student Performance Evaluations

2016 ◽  
Vol 91 (11) ◽  
pp. 1534-1539 ◽  
Author(s):  
Jason Hom ◽  
Ilana Richman ◽  
Philip Hall ◽  
Neera Ahuja ◽  
Stephanie Harman ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
The State ◽  
Performance Evaluations

Medical Student Performance Evaluations in 2005: An Improvement Over the Former Deanʼs Letter?

2008 ◽  
Vol 83 (3) ◽  
pp. 284-291 ◽  
Author(s):  
Judy A. Shea ◽  
Elizabeth OʼGrady ◽  
Gail Morrison ◽  
Barbara R. Wagner ◽  
Jon B. Morris
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
Performance Evaluations

scholarly journals Differences in words used to describe racial and gender groups in Medical Student Performance Evaluations

PLoS ONE ◽  
2017 ◽  
Vol 12 (8) ◽  
pp. e0181659 ◽  
Author(s):  
David A. Ross ◽  
Dowin Boatright ◽  
Marcella Nunez-Smith ◽  
Ayana Jordan ◽  
Adam Chekroud ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
Performance Evaluations ◽  
And Gender ◽  
Gender Groups

Ethnic/Racial Bias in Medical Student Performance Evaluations of General Surgery Residency Applicants

2020 ◽  
Vol 231 (4) ◽  
pp. S244-S245
Author(s):  
John C. Polanco Santana ◽  
Alessandra Storino Gonzalez ◽  
Lucas Souza Mota ◽  
Sidharta P. Gangadharan ◽  
Tara S. Kent
Keyword(s):  
Medical Student ◽  
Student Performance ◽  
General Surgery ◽  
Racial Bias ◽  
Performance Evaluations ◽  
General Surgery Residency

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

The impact of learning environment disruption on medical student performance

2013 ◽  
Vol 47 (2) ◽  
pp. 210-213 ◽  
Author(s):  
Tim J Wilkinson ◽  
Anthony N Ali ◽  
Caroline J Bell ◽  
Frances A Carter ◽  
Chris M Frampton ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Performance ◽  
The Impact

Contradicting findings of gender bias in teaching evaluations: Evidence from two experiments in Denmark

2021 ◽  
Author(s):  
Anne Skorkjær Binderkrantz ◽  
Mette Bisgaard ◽  
Berit Lassesen
Keyword(s):  
Gender Bias ◽  
Observational Studies ◽  
Experimental Studies ◽  
Gender Effects ◽  
Performance Evaluations ◽  
Student Evaluations Of Teaching ◽  
Teaching Evaluations ◽  
Public Sector Employees ◽  
Evaluation Of Teaching

The role of gender in the interaction between citizens and public sector employees attracts increasing attention. Notably, gender effects have been described in performance evaluations across different contexts. With respect to student evaluations of teaching, a series of observational studies as well as experimental studies have found that women are evaluated lower than men. In this paper, we conduct two experiments in Denmark to test whether a similar gender bias is present in a national context that is generally considered among the most gender equal. Study 1 investigates differences in the evaluation of two similar presentations by teachers reported to be either male or female. Study 2 focuses on the evaluation of teaching material prepared by men and women respectively. The two studies arrive at similar conclusions: There is no gender bias in favor of men in the evaluations made by students. The paper discusses the implications of these findings.

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