Gender Differences in New Residents' Preparation to teach
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Gender Differences in New Residents' Preparation to teach

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This study used a mixed methods approach to analyze both quanitative and qualitaitve data from a new resident survey administered at the beginning of two academic years. Gender differences were found ...

This study used a mixed methods approach to analyze both quanitative and qualitaitve data from a new resident survey administered at the beginning of two academic years. Gender differences were found in both types of data, across all post graduate years.

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Gender Differences in New Residents' Preparation to teach Presentation Transcript

  • 1. Gender Differences in New Residents’ Preparation to Teach Elisabeth E. Bennett, PhD Rebecca D. Blanchard, PhD Brendan P. Kelly, MD
  • 2. New Residents
    • Residents spend up to 20% time teaching (Hatem, 2003)
    • Confidence and self-efficacy may vary by gender (Pajares, 2002)
    • New residents represent a variety of backgrounds
  • 3. Teaching Survey
    • Education event orienting new residents to teaching role at Baystate. Discussion and survey had to two purposes:
      • Reflective Tool
      • General Needs Assessment
  • 4. Retrospective Analysis
    • Quantitative Analysis
    • Qualitative Analysis
      • How do you need help in improving your teaching ability?
      • Coding of all open-ended responses
      • Qualitative analysis also yielded gender differences
      • Statistically significant difference between genders (n=183)
  • 5. Top Qualitative Findings
    • Teaching Opportunities - males (n=31) were more than twice as likely as females (n=15) to identify the need to be given opportunities to teach
    • Teaching Techniques - females (n=23) were more than twice as likely as males (n=9) to identify the need to learn established teaching techniques
    • Knowledge - two properties found in the data
  • 6. Two Knowledge Properties
    • 1. Fund of Knowledge – building a volume of personal medical knowledge
    • 2. Knowledge Leadership - the confidence to trust what they know and share their knowledge with learners
    • Representative quote :
    • “ I would like to gain more confidence in applying my fund of knowledge, while simultaneously increasing that knowledge base”
    • Finding :
    • Males and females both identified the need to increase their fund of knowledge but females (n=19) were substantially more likely than males (n=5) to indicate need to improve knowledge leadership
  • 7. Knowledge Leadership Further Explored
    • KL involves experience, application, presentation skills, confidence, and the ability to meet the level of the learner
    • In resident teaching, consider:
      • Comfort at the edge of one’s knowledge
      • Role of being “the expert” vs. “the guide”
      • Responsibility for mistakes of junior learners
      • Fear of residency and one’s knowledge limits
  • 8. Implications
      • Building funds of knowledge not the only ingredient in teaching
      • While gender differences may exist, avoid stereotypes
      • Mentoring and equity of opportunity needed
      • Build confidence in knowledge through application, experience, reflection, & feedback
  • 9. References
    • Hatem, C. J. (2003). Teaching approaches that reflect and promote professionalism. Academic Medicine , 78(7), 709-713.
    • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice , 41(2), 116-125.