Changes in self-perceived abilities among male and female medical students after the first year of clinical training

Abstract

Background: It is known that male and female medical students have different experiences in their clinical training.

Aims: To assess whether male and female medical students change in their self-rated work habits and interpersonal habits during the first year of clinical training.

Method: Longitudinal study of self- and peer-assessment among 224 medical students in 3 consecutive classes at a private US medical school. Students rated themselves on global work habits (WH) and interpersonal attributes (IA). Students also rated and were rated by 6–12 peers on the same scale.

Results: In the second year of medical school, there were no differences between men and women in quartiles of self-assessed WH or IA. At the end of the third year, however, women were more likely to be in the lower quartiles of self-assessed WH (X₂ = 6.77; p = 0.03), as well as the highest quartiles of self-assessed IA (X₂ = 11.36; p = 0.003). In both years, women rated their own WH skills significantly lower than they rated their peers, while men rated themselves similarly to peers. There were no sex differences in self-assessed IA.

Conclusions: Although second-year male and female medical students appear similar to one another in terms of self-assessed WH and IA, by the end of the third year women rate themselves relatively lower in WH, while men rate themselves relatively lower in IA.

Additional information

Notes on contributors

Stephen J. Lurie

STEPHEN LURIE, MD, PhD is an Assistant Professor of Family Medicine at the University of Rochester School of Medicine and Dentistry, where he also serves as Associate Director of the Office for Educational Evaluation and Research

Sean Meldrum

SEAN MELDRUM MS is a doctoral candidate in epidemiology with twenty years experience in academic and public-health research. He is currently a Research Associate at the Department of Family Medicine at the University of Rochester School of Medicine and Dentistry

Anne C. Nofziger

ANNE NOFZIGER MD is an Assistant Professor of Family Medicine at the University of Rochester School of Medicine and Dentistry, where she also serves as Director of medical student Comprehensive Assessment.

Lelan F. Sillin III

LELAN F. SILLIN, III, MD, M.S.(Ed), F.A.C.S. is Professor of Surgery and Vice-chair of Education in the Department of Surgery at the University of Rochester School of Medicine and Dentistry. His interests include medical/surgical education and gastrointestinal physiology, pathophysiology and the clinical management of gastrointestinal diseases.

Christopher J. Mooney

CHRISTOPHER J. MOONEY, MA, is a Research Project Manager at the University of Rochester School of Medicine and Dentistry. Chris holds degrees from Hobart College and Brown University, and is currently enrolled in the MPH program at the University of Rochester.

Ronald M. Epstein

RONALD M. EPSTEIN MD is Professor of Family Medicine, Psychiatry and Oncology and Associate Dean for Educational Evaluation and Research at the University of Rochester, and Director of the Rochester Center to Improve Communication in Health Care. Dr Epstein has written about professional competence, assessment, mindful practice and communication in medicine.