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

被引：0
|
作者：
DeLoris Wenzel Hesse
Lynn M. Ramsey
Lia Pierson Bruner
Claudia S. Vega-Castillo
Dina Teshager
Janette R. Hill
Mary T. Bond
Edwin V. Sperr
Amy Baldwin
Amy E. Medlock
机构：
[1] Augusta University/University of Georgia Medical Partnership,Department of Cellular Biology
[2] University of Georgia,Department of Family and Community Medicine, Medical College of Georgia
[3] Augusta University,College of Education, Learning, Design, & Technology
[4] University of Georgia,Department of Medicine: General Internal Medicine, Medical College of Georgia
[5] Augusta University,Department of Biochemistry and Molecular Biology, Medical College of Georgia
[6] Augusta University,Department of Biochemistry and Molecular Biology
[7] University of Georgia,undefined
来源：
Medical Science Educator | 2023年 / 33卷
关键词：
Evaluation; Gender gap; Integrated; Medicine; Summative assessment; Undergraduate;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
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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页码：353 / 357
页数：4
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