Does Applicant Gender Have an Effect on Standardized Letters of Evaluation Obtained During Medical Student Emergency Medicine Rotations?
Journal
AEM education and training
ISSN: 2472-5390
Titre abrégé: AEM Educ Train
Pays: United States
ID NLM: 101722142
Informations de publication
Date de publication:
Jan 2020
Jan 2020
Historique:
received:
26
06
2019
revised:
21
08
2019
accepted:
28
08
2019
entrez:
29
1
2020
pubmed:
29
1
2020
medline:
29
1
2020
Statut:
epublish
Résumé
The standardized letter of evaluation (SLOE) in emergency medicine (EM) is one of the most important items in a student's application to EM residency and replaces narrative letters of recommendation. The SLOE ranks students into quantile categories in comparison to their peers for overall performance during an EM clerkship and for their expected rank list position. Gender differences exist in several assessment methods in undergraduate and graduate medical education. No authors have recently studied whether there are differences in the global assessment of men and women on the SLOE. The objective of this study was to determine if there is an effect of student gender on the outcome of a SLOE. This was a retrospective observational study examining SLOEs from applications to a large urban, academic EM residency program from 2015 to 2016. Composite scores (CSs), comparative rank scores (CRSs), and rank list position scores (RLPSs) on the SLOE were compared for female and male applicants using Mann-Whitney U-test. From a total 1,408 applications, 1,038 applicants met inclusion criteria (74%). We analyzed 2,092 SLOEs from these applications. Female applicants were found to have slightly lower and thus better CRSs, RLPSs, and CSs than men. The mean CRS for women was 2.27 and 2.45 for men (p < 0.001); RLPS for women was 2.32 and 2.52 for men (p < 0.001) and CS was 4.59 for women and 4.97 for men (p < 0.001). Female applicants have somewhat better performance on the EM SLOE than their male counterparts.
Sections du résumé
BACKGROUND
BACKGROUND
The standardized letter of evaluation (SLOE) in emergency medicine (EM) is one of the most important items in a student's application to EM residency and replaces narrative letters of recommendation. The SLOE ranks students into quantile categories in comparison to their peers for overall performance during an EM clerkship and for their expected rank list position. Gender differences exist in several assessment methods in undergraduate and graduate medical education. No authors have recently studied whether there are differences in the global assessment of men and women on the SLOE.
OBJECTIVES
OBJECTIVE
The objective of this study was to determine if there is an effect of student gender on the outcome of a SLOE.
METHODS
METHODS
This was a retrospective observational study examining SLOEs from applications to a large urban, academic EM residency program from 2015 to 2016. Composite scores (CSs), comparative rank scores (CRSs), and rank list position scores (RLPSs) on the SLOE were compared for female and male applicants using Mann-Whitney U-test.
RESULTS
RESULTS
From a total 1,408 applications, 1,038 applicants met inclusion criteria (74%). We analyzed 2,092 SLOEs from these applications. Female applicants were found to have slightly lower and thus better CRSs, RLPSs, and CSs than men. The mean CRS for women was 2.27 and 2.45 for men (p < 0.001); RLPS for women was 2.32 and 2.52 for men (p < 0.001) and CS was 4.59 for women and 4.97 for men (p < 0.001).
CONCLUSIONS
CONCLUSIONS
Female applicants have somewhat better performance on the EM SLOE than their male counterparts.
Identifiants
pubmed: 31989066
doi: 10.1002/aet2.10394
pii: AET210394
pmc: PMC6965670
doi:
Types de publication
Journal Article
Langues
eng
Pagination
18-23Informations de copyright
© 2019 by the Society for Academic Emergency Medicine.
Références
J Emerg Med. 2015 Oct;49(4):505-12
pubmed: 26242925
Acad Emerg Med. 2013 Sep;20(9):926-32
pubmed: 24050799
J Gen Intern Med. 1998 Oct;13(10):670-4
pubmed: 9798813
J Grad Med Educ. 2014 Jun;6(2):353-4
pubmed: 24949150
JAMA Intern Med. 2017 May 1;177(5):651-657
pubmed: 28264090
Acad Emerg Med. 1999 Nov;6(11):1141-6
pubmed: 10569387
AEM Educ Train. 2018 Mar 22;2(2):146-153
pubmed: 30051081
West J Emerg Med. 2014 Jul;15(4):419-23
pubmed: 25035747
Am J Gastroenterol. 2012 Nov;107(11):1610-4
pubmed: 23160284
Acad Emerg Med. 2005 Mar;12(3):206-10
pubmed: 15741582
J Grad Med Educ. 2019 Apr;11(2):182-186
pubmed: 31024650
AEM Educ Train. 2017 Sep 19;1(4):334-339
pubmed: 30051052
Acad Med. 2007 Oct;82(10 Suppl):S89-93
pubmed: 17895701
J Grad Med Educ. 2014 Jun;6(2):301-6
pubmed: 24949136
Acad Med. 2008 Oct;83(10 Suppl):S58-62
pubmed: 18820503
J Grad Med Educ. 2017 Oct;9(5):577-585
pubmed: 29075375
Acad Emerg Med. 1998 Nov;5(11):1101-4
pubmed: 9835474
Adv Health Sci Educ Theory Pract. 2000;5(3):197-205
pubmed: 12386462
J Emerg Med. 2015 Aug;49(2):196-202
pubmed: 25937476
Acad Emerg Med. 2004 Sep;11(9):988-91
pubmed: 15347554
J Gen Intern Med. 2019 May;34(5):684-691
pubmed: 30993609
Acad Med. 1998 Jan;73(1):101-2
pubmed: 9447211
Acad Emerg Med. 2014 Jun;21(6):680-7
pubmed: 25039553
J Gen Intern Med. 2019 May;34(5):712-719
pubmed: 30993611
PLoS One. 2017 Aug 9;12(8):e0181659
pubmed: 28792940
Acad Emerg Med. 2010 Oct;17 Suppl 2:S38-41
pubmed: 21199082