Do female surgeons learn or teach differently? - 18/04/17

Doi : 10.1016/j.amjsurg.2016.10.010

Cody A. Nebeker ^a, Marc D. Basson ^b, Pam S. Haan ^a, Alan T. Davis ^a,^c, Muhammad Ali ^a, Rama N. Gupta ^a, Robert L. Osmer ^a, John C. Hardaway ^a, Andi N. Peshkepija ^a, Michael K. McLeod ^a, Cheryl I. Anderson ^a,^⁎
MSU GOAL Consortium^¹
We would very much like to thank the individuals identified below that were members of the MSU GOAL Consortium and contributed immensely to this study. Without their assistance and participation this initiative would not have been possible.Karen A. Chojnacki, MD, FACS, Charles J. Yeo, MD, FACS, and Francesco Palazzo, MD, of Thomas Jefferson University Hospital, Philadelphia, PA.Jeffrey M. Gauvin, MD and Anthony S. Pozzessere, MD, of Santa Barbara Cottage Hospital Department of Surgery Education, Santa Barbara, CA.Rondi B. Gelbard, MD, FACS and Keith A. Delman, MD, of Emory University School of Medicine, Department of Surgery, Atlanta, GA.Denny R. Martin, DO, FACOOG, Joanna Y. Woo, DO, Laura E. Tate, DO, and Nicolas Elliott MSIII, of Michigan State University Department of Obstetrics, Gynecology and Reproductive Biology, Lansing, MI.Robert G. Molnar, MD, MS, FACS, Michigan Vascular Center and McLaren Regional Medical Center, Flint, MI.Christopher C. Pfeifer, DO, FACOS, Lawrence Narkiewicz, Jr., MD, FACS, Shawn H. Obi, DO, FACS, and Daniel E. Smith, DO, Allegiance Health, Jackson, MI.
Karen A. Chojnacki ^d , Charles J. Yeo ^d , Francesco Palazzo ^d , Jeffrey M. Gauvin ^e , Anthony S. Pozzessere ^e , Rondi B. Gelbard ^f , Keith A. Delman ^f , Denny R. Martin ^g , Joanna Y. Woo ^g , Laura E. Tate ^g , Nicolas Elliott ^g , Robert G. Molnar ^h , Christopher C. Pfeifer ⁱ , Lawrence Narkiewicz ⁱ , Shawn H. Obi ⁱ , Daniel E. Smith ⁱ
^d Thomas Jefferson University Hospital, 1100 Walnut Street, 5th Floor, Philadelphia, PA 19107, USA
^e Santa Barbara Cottage Hospital, Department of Surgery Education, 400 W. Pueblo Street, Santa Barbara, CA 93105, USA
^f Emory University, School of Medicine, Department of Surgery, 69 Jesse Hill Jr. Drive SE, Glenn Memorial Building, Atlanta, GA 30322, USA
^g Michigan State University, Sparrow, Department of Obstetrics, Gynecology and Reproductive Biology, 1200 E. Michigan Avenue, Suite 655, Lansing, MI 48912, USA
^h Michigan Vascular Center, McLaren Regional Medical Center, G-5020 W. Bristol Road, Flint, MI 48507, USA
ⁱ Allegiance Health, 744 West Michigan Avenue, Suite 200, Jackson, MI 49201, USA

^a Michigan State University, College of Human Medicine, Department of Surgery, 1200 E. Michigan Avenue, Suite 655, Lansing, MI 48912, USA
^b University of North Dakota, School of Medicine & Health Sciences, 501 North Columbia Road, Stop 9037, Grand Forks, ND 58202, USA
^c Grand Rapids Medical Education Partners Research Department, 945 Ottawa Ave. NW, Grand Rapids, MI 49503, USA

^∗Corresponding author. Director, Quality Improvement and Surgical Education, Michigan State University, College of Human Medicine, Department of Surgery Integrated Residency Program in General Surgery, 1200 E. Michigan Avenue, Suite 655, Lansing, MI, 48912, USA.Quality Improvement and Surgical EducationMichigan State UniversityCollege of Human MedicineDepartment of Surgery Integrated Residency Program in General Surgery1200 E. Michigan Avenue, Suite 655LansingMI48912USA

Abstract

Background

Gender and/or gender-stereotypes might influence surgical education. We hypothesized that female surgeons might focus their learning and teaching differently from male surgeons.

Methods

Residents and surgeons (multi-institutional) individually recorded preoperatively discussed learning objectives (LO) for matching cases. Narratives were classified as knowledge-based, skill-based, or attitude-based. Multinomial logistic regression analyses, LO = dependent variable; independent variables = resident/surgeon gender, PGY level, timing of entry-to-procedure date, and quarters-of-year.

Results

727 LOs from 125 residents (41% female) and 49 surgeons (20% female) were classified. Female residents were 1.4 times more likely to select knowledge over skill. With female surgeons, residents were 1.6 and 2.1 times more likely to select knowledge over skill and attitude over skill than if the surgeon was male. PGY 4/5 residents chose attitude-based LOs over junior residents.

Conclusion

Resident, surgeon gender and year-of-training influence learning objectives. Whether this reflects gender stereotyping by residents or differences in attending teaching styles awaits further exploration.

Le texte complet de cet article est disponible en PDF.

Keywords : Perioperative, Learning objectives, Surgery, Residents, Gender

Plan

☆	Abstract presented as a podium presentation at the Association of Surgical Educators Annual Meeting, April 12–16, 2016 Boston, MA, USA.

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Vol 213 - N° 2

P. 282-287 - février 2017 Retour au numéro

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Do female surgeons learn or teach differently? - 18/04/17

Abstract

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