Evaluation of clinical faculty: gender and minority implications.
BACKGROUND
Learner ratings are an important source of data regarding teaching effectiveness. We examine ratings of faculty teaching for the effects of faculty-resident gender and underrepresented minority (URM) status concordance.


METHODS
Factorial ANOVAS and t tests were used to examine gender and URM status in 10,443 teaching effectiveness evaluations for 720 faculty members, provided by 516 residents across 18 clinical departments.


RESULTS
Significant interaction effects were found for gender (P < .001) and URM status (P < .05) on the individual evaluation record level. Analyses of faculty-level data showed effect sizes were small except for large positive effects for URM faculty evaluated by URM residents (ES = 0.61).


CONCLUSIONS
Overall, gender and minority status seem to have a negligible role in residents' evaluations of clinical faculty. However, the apparent beneficial effects for URM-URM pairs need more study.
McOwen
Katherine S
KS
GME Evaluation and Research, Suite 100 Stemmler Hall, University of Pennsylvania, Philadelphia, PA 19104, USA. kmcowen@mail.med.upenn.edu
Bellini
Lisa M
LM
Guerra
Carmen E
CE
Shea
Judy A
JA
D005180:Faculty, Medical / Q000592:standards*; D005260:Female; D006801:Humans; D007396:Internship and Residency / Q000592:standards*; D008297:Male; D008913:Minority Groups / Q000193:education*; D015397:Program Evaluation; D012189:Retrospective Studies; D012577:Schools, Medical; D012737:Sex Factors; D013337:Students, Medical; D013663:Teaching / Q000592:standards*; D014481:United States