Effect of Gender on Feedback Associated with a Direct Clinical Observation Tool Used during Clerkship at McMaster University

Abstract

Direct observation assessments, including work-based assessments, are increasingly common across undergraduate medical clerkships. However, the validity of work-based assessments is threatened by assessor biases. Specifically, significant interactions between assessor and student gender have been noted. 2 The type of feedback given to residents may also vary by gender with males given more positive feedback on stereotypically masculine traits. The McMaster direct observation tool (MacDOT) is an online educational tool developed for the undergraduate medical education (UGME) program at McMaster University. Students are observed having direct interactions with patients, and they get immediate feedback on the encounter. These include clinical and professional competency domains. The student chooses the competency for assessment and the observer to provide feedback. Residents and faculty are able to act as observers. The students complete 10 MacDOTs in a 6week rotation. This study explores if medical students strategically seek out feedback on key clinical competencies from observers based on gender.