The Experts below are selected from a list of 22029 Experts worldwide ranked by ideXlab platform
Kerri Palamara - One of the best experts on this subject based on the ideXlab platform.
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Gender Bias in resident assessment in graduate medical education review of the literature
Journal of General Internal Medicine, 2019Co-Authors: Robin Klein, Katherine A Julian, Erin D Snyder, Jennifer Koch, Nneka N Ufere, Anna Volerman, Ann E Vandenberg, Sarah Schaeffer, Kerri PalamaraAbstract:Background Competency-based medical education relies on meaningful resident assessment. Implicit Gender Bias represents a potential threat to the integrity of resident assessment. We sought to examine the available evidence of the potential for and impact of Gender Bias in resident assessment in graduate medical education. Methods A systematic literature review was performed to evaluate the presence and influence of Gender Bias on resident assessment. We searched Medline and Embase databases to capture relevant articles using a tiered strategy. Review was conducted by two independent, blinded reviewers. We included studies with primary objective of examining the impact of Gender on resident assessment in graduate medical education in the USA or Canada published from 1998 to 2018. Results Nine studies examined the existence and influence of Gender Bias in resident assessment and data included rating scores and qualitative comments. Heterogeneity in tools, outcome measures, and methodologic approach precluded meta-analysis. Five of the nine studies reported a difference in outcomes attributed to Gender including Gender-based differences in traits ascribed to residents, consistency of feedback, and performance measures. Conclusion Our review suggests that Gender Bias poses a potential threat to the integrity of resident assessment in graduate medical education. Future study is warranted to understand how Gender Bias manifests in resident assessment, impact on learners and approaches to mitigate this Bias.
Jean Dreze - One of the best experts on this subject based on the ideXlab platform.
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mortality fertility and Gender Bias in india a district level analysis
Population and Development Review, 1995Co-Authors: Mamtha Murthi, Annecatherine Guio, Jean DrezeAbstract:The findings in this study are broadly consistent with findings of Kishor on the link between economic and cultural worth and female child survival. It is reported that prior literature is unclear about the precise mechanisms underlying the relationship between Gender Bias in survival and particular economic and social variables. This analysis which aims to clarify the nature of the relationship is based on a sample of 296 districts in India in 1981. The poverty variable had similar effects regardless of whether 1971-72 or 1987-88 data was used and was viewed as crucial in the analysis. Labor force (proportion of female "main workers") is treated as an exogenous variable. Female literacy had a negative and statistically significant effect on child mortality for both Genders but the effect on female mortality was larger. Male literacy had a significant effect on the extent of Gender Bias in child survival. North versus South regional differences in impact of literacy were not apparent. Higher female labor force participation statistically significantly reduced the extent of Gender Bias in child survival. The relationship with absolute levels of child mortality is viewed as complex and dependent upon the inclusion of controls for level of poverty. Urbanization and medical facilities had a negative statistically significant effect on child mortality. Higher levels of poverty were associated with higher levels of child mortality and lower levels of female disadvantage. The southern region was found even after controlling for other variables to have lower levels of child mortality particularly for girls. The link between higher fertility and higher female mortality was statistically significant. Female literacy and medical facilities jointly were found to reduce child mortality. Child mortality was higher in districts with a lower juvenile sex ratio. Findings lend support to the view that Gender Bias is not reduced by higher economic development is not nonlinear and is still evident. Higher levels of male literacy and urbanization lower levels of poverty and improved medical access were all associated with larger female disadvantage.
Robin Klein - One of the best experts on this subject based on the ideXlab platform.
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Gender Bias in resident assessment in graduate medical education review of the literature
Journal of General Internal Medicine, 2019Co-Authors: Robin Klein, Katherine A Julian, Erin D Snyder, Jennifer Koch, Nneka N Ufere, Anna Volerman, Ann E Vandenberg, Sarah Schaeffer, Kerri PalamaraAbstract:Background Competency-based medical education relies on meaningful resident assessment. Implicit Gender Bias represents a potential threat to the integrity of resident assessment. We sought to examine the available evidence of the potential for and impact of Gender Bias in resident assessment in graduate medical education. Methods A systematic literature review was performed to evaluate the presence and influence of Gender Bias on resident assessment. We searched Medline and Embase databases to capture relevant articles using a tiered strategy. Review was conducted by two independent, blinded reviewers. We included studies with primary objective of examining the impact of Gender on resident assessment in graduate medical education in the USA or Canada published from 1998 to 2018. Results Nine studies examined the existence and influence of Gender Bias in resident assessment and data included rating scores and qualitative comments. Heterogeneity in tools, outcome measures, and methodologic approach precluded meta-analysis. Five of the nine studies reported a difference in outcomes attributed to Gender including Gender-based differences in traits ascribed to residents, consistency of feedback, and performance measures. Conclusion Our review suggests that Gender Bias poses a potential threat to the integrity of resident assessment in graduate medical education. Future study is warranted to understand how Gender Bias manifests in resident assessment, impact on learners and approaches to mitigate this Bias.
Molly Carnes - One of the best experts on this subject based on the ideXlab platform.
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interventions that affect Gender Bias in hiring a systematic review
Academic Medicine, 2009Co-Authors: Carol Isaac, Molly CarnesAbstract:Purpose To systematically review experimental evidence for interventions mitigating Gender Bias in employment. Unconscious endorsement of Gender stereotypes can undermine academic medicine’s commitment to Gender equity. Method
Jennifer Koch - One of the best experts on this subject based on the ideXlab platform.
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Gender Bias in resident assessment in graduate medical education review of the literature
Journal of General Internal Medicine, 2019Co-Authors: Robin Klein, Katherine A Julian, Erin D Snyder, Jennifer Koch, Nneka N Ufere, Anna Volerman, Ann E Vandenberg, Sarah Schaeffer, Kerri PalamaraAbstract:Background Competency-based medical education relies on meaningful resident assessment. Implicit Gender Bias represents a potential threat to the integrity of resident assessment. We sought to examine the available evidence of the potential for and impact of Gender Bias in resident assessment in graduate medical education. Methods A systematic literature review was performed to evaluate the presence and influence of Gender Bias on resident assessment. We searched Medline and Embase databases to capture relevant articles using a tiered strategy. Review was conducted by two independent, blinded reviewers. We included studies with primary objective of examining the impact of Gender on resident assessment in graduate medical education in the USA or Canada published from 1998 to 2018. Results Nine studies examined the existence and influence of Gender Bias in resident assessment and data included rating scores and qualitative comments. Heterogeneity in tools, outcome measures, and methodologic approach precluded meta-analysis. Five of the nine studies reported a difference in outcomes attributed to Gender including Gender-based differences in traits ascribed to residents, consistency of feedback, and performance measures. Conclusion Our review suggests that Gender Bias poses a potential threat to the integrity of resident assessment in graduate medical education. Future study is warranted to understand how Gender Bias manifests in resident assessment, impact on learners and approaches to mitigate this Bias.