Background: Gender disparities in academic medicine are well-documented. In many current academic settings, decisions regarding faculty promotion, teaching time, and pay are influenced by performance evaluations. As a result, it is crucial to understand how evaluations may be impacted by gender bias. There are three aims to this study: 1) assess for differences in the [...]

Background: Attending evaluations by medical students have many implications including promotion, teaching opportunities, job satisfaction and reputation both for individuals and for groups. In addition to teaching on traditional ward teams with housestaff and students, hospitalists are more commonly teaching in an apprenticeship model, where an attending, often carrying a full census, directly supervises and [...]

Background: Feedback in clinical training is essential to reinforce positive behaviors and to provide areas for improvement. Numeric ratings from student performance evaluations are helpful but are not sufficient to guide the learner about where they may be excelling and where they may need additional development. Narrative written feedback both reinforces verbal feedback and provides [...]

Background: End of rotation evaluations by attending physicians document resident performance and inform promotion. Unsatisfactory response rates and inadequate qualitative responses are a common problem. To address these issues, we implemented a single-question, Entrustable Professional Activities (EPA) based assessment tool on our inpatient ward rotations and compared it to our existing ACGME milestone-based assessment tool. [...]