Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender

Gender gaps in academic performance have been reported at a variety of educational levels including several national standardized exams for medical education, with men scoring higher than women. These gaps potentially impact medical school acceptance and residency matching and may be influenced by c...

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Autores principales: Hesse, DeLoris Wenzel, Ramsey, Lynn M., Bruner, Lia Pierson, Vega-Castillo, Claudia S., Teshager, Dina, Hill, Janette R., Bond, Mary T., Sperr, Edwin V., Baldwin, Amy, Medlock, Amy E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2023
Materias:
Short Communication
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10226948/
https://www.ncbi.nlm.nih.gov/pubmed/37261018
http://dx.doi.org/10.1007/s40670-023-01743-w
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author Hesse, DeLoris Wenzel
Ramsey, Lynn M.
Bruner, Lia Pierson
Vega-Castillo, Claudia S.
Teshager, Dina
Hill, Janette R.
Bond, Mary T.
Sperr, Edwin V.
Baldwin, Amy
Medlock, Amy E.
author_facet Hesse, DeLoris Wenzel
Ramsey, Lynn M.
Bruner, Lia Pierson
Vega-Castillo, Claudia S.
Teshager, Dina
Hill, Janette R.
Bond, Mary T.
Sperr, Edwin V.
Baldwin, Amy
Medlock, Amy E.
author_sort Hesse, DeLoris Wenzel
collection PubMed
description Gender gaps in academic performance have been reported at a variety of educational levels including several national standardized exams for medical education, with men scoring higher than women. These gaps potentially impact medical school acceptance and residency matching and may be influenced by curricular design. Performance data for our 4-year integrated hybrid curriculum, which features a large proportion of active learning, revealed a gender gap with men performing better early in the curriculum and on the first national standardized exam. This gap in performance almost entirely disappeared for years 2–4 of the curriculum and the second national standardized exam.
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spelling pubmed-102269482023-05-31 Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender Hesse, DeLoris Wenzel Ramsey, Lynn M. Bruner, Lia Pierson Vega-Castillo, Claudia S. Teshager, Dina Hill, Janette R. Bond, Mary T. Sperr, Edwin V. Baldwin, Amy Medlock, Amy E. Med Sci Educ Short Communication Gender gaps in academic performance have been reported at a variety of educational levels including several national standardized exams for medical education, with men scoring higher than women. These gaps potentially impact medical school acceptance and residency matching and may be influenced by curricular design. Performance data for our 4-year integrated hybrid curriculum, which features a large proportion of active learning, revealed a gender gap with men performing better early in the curriculum and on the first national standardized exam. This gap in performance almost entirely disappeared for years 2–4 of the curriculum and the second national standardized exam. Springer US 2023-02-07 /pmc/articles/PMC10226948/ /pubmed/37261018 http://dx.doi.org/10.1007/s40670-023-01743-w Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Short Communication
Hesse, DeLoris Wenzel
Ramsey, Lynn M.
Bruner, Lia Pierson
Vega-Castillo, Claudia S.
Teshager, Dina
Hill, Janette R.
Bond, Mary T.
Sperr, Edwin V.
Baldwin, Amy
Medlock, Amy E.
Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title_full Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title_fullStr Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title_full_unstemmed Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title_short Exploring Academic Performance of Medical Students in an Integrated Hybrid Curriculum by Gender
title_sort exploring academic performance of medical students in an integrated hybrid curriculum by gender
topic Short Communication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10226948/
https://www.ncbi.nlm.nih.gov/pubmed/37261018
http://dx.doi.org/10.1007/s40670-023-01743-w
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