The Effect of Salary Compensation for Time Spent Teaching in an Orthopaedic Residency Program: An Analysis of Teaching Performance Reviews

ABSTRACT Background Despite specialty-driven efforts to improve diversity in the field, few women apply to orthopaedic residency, and women are unevenly distributed among programs. There is little evidence-based information on factors that may attract female applicants. Objective This study aims to identify factors important to applicants when evaluating orthopaedic residency programs and to identify gender-specific differences. Methods All applicants to a single orthopaedic surgery residency program in the 2017 Match were asked to fill out an anonymous survey. Respondents rated the importance of 35 factors when evaluating orthopaedic residency programs. The percentage of highly rated factors was calculated. Statistical analysis was performed for each factor to assess differences by gender. Results Of 1013 applicants who applied to orthopaedic surgery residency in 2017, 815 (80%) applied to our program, and 218 (27%) completed the survey. The most important factors when evaluating a residency program for both genders were (1) perceptions of current residents; (2) interactions with members of the program; (3) program reputation and fellowship placement; (4) geographic location; and (5) impressions after rotation at a program. Female applicants rated the presence of female and minority residents and faculty and program reputation for gender and racial/ethnic diversity higher than male applicants. Conclusions When choosing an orthopaedic surgery residency program, women more often reported the presence of female residents and faculty, program reputation for gender diversity, reputation for racial/ethnic diversity, presence of minority residents and faculty, and their personal interactions with members of the program as important factors.

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Orthopaedic Residency Program Website Content and Accessibility During the COVID-19 Pandemic: Observational Study (Preprint)

10.2196/preprints.30821 ◽

2021 ◽

Author(s):

Muhammad El Shatanofy ◽

Lauryn Brown ◽

Peter Berger ◽

Alex Gu ◽

Abhinav Sharma ◽

...

Keyword(s):

Residency Program ◽

Orthopaedic Surgery ◽

The United States ◽

Residency Programs ◽

Research Opportunities ◽

Sample Rotation ◽

Residency Recruitment ◽

Orthopaedic Residency ◽

Residency Application ◽

Surgery Residency Program

BACKGROUND The exceptional competitiveness of the orthopaedic surgery specialty, combined with the unclear impact of the COVID-19 pandemic on residency recruitment, has presented significant challenges to applicants and residency program directors.1 With limited in-person opportunities in the 2020-2021 application cycle, applicants have been pressed to gauge chances and best fit by browsing program websites. OBJECTIVE The objective of the study was to assess the accessibility and content of accredited orthopaedic surgery residency program websites during the COVID-19 pandemic. METHODS Using the online database of the Electronic Residency Application Series (ERAS), we compiled a list of accredited orthopaedic residency programs in the United States. Program websites were evaluated across four domains: program overview, education, research opportunities, and application details. Each website was assessed twice in July, during a period of adjustment to the COVID-19 pandemic, and twice in November, following the October ERAS application deadline. RESULTS 189 accredited orthopaedic surgery residency programs were identified through ERAS. Three programs did not have a website and were not evaluated for content. Data analysis of content in each domain revealed that most websites included program details, a description of the didactic curriculum, and sample rotation schedules. Between the two evaluation periods in July and November, the percentage of program websites containing informative videos and virtual tours rose from 12% to 48% and 1% to 13%, respectively (p<0.005). However, the number of programs that included information about a virtual sub-internship or virtual interview to their websites did not change. CONCLUSIONS Most residency program websites offered program details and an overview of educational and research opportunities; however, few addressed the virtual transition of interviews and sub-internships during the COVID-19 pandemic.

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Pretest and posttest reactions to self-viewing one's teaching performance on video tape.

Journal of Educational Psychology ◽

10.1037/h0029683 ◽

1970 ◽

Vol 61 (4, Pt.1) ◽

pp. 280-286 ◽

Cited By ~ 19

Author(s):

Gavriel Salomon ◽

Frederick J. McDonald

Keyword(s):

Video Tape ◽

Teaching Performance

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Evaluación del desempeño docente en la Preparatoria 1 de la UAGro / Evaluation of teaching performance in UAGro High School 1

RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo ◽

10.23913/ride.v8i15.314 ◽

2017 ◽

Vol 8 (15) ◽

pp. 636-660

Author(s):

Delia Faustina Albarrán Millán ◽

Lucía Esmeralda Alarcón Albarrán

Keyword(s):

High School ◽

Teaching Performance ◽

Evaluation Of Teaching

La investigación muestra los resultados de la evaluación del desempeño docente desde el enfoque por competencia, partiendo del análisis de los diferentes referentes teóricos acerca de las competencias que debe tener el profesor. El propósito de nuestro estudio fue profundizar en la identificación de aquellas competencias relacionadas con el desempeño docente. Para ello se realizó un estudio descriptivo transversal con un enfoque cuantitativo en una muestra de 176 alumnos. La metodología de investigación fue de tipo cuantitativa, fundamentalmente descriptiva. En su mayoría, los profesores evaluados por los estudiantes no fueron aprobados en su desempeño.

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