Abstract
Learner ratings are an important source of data regarding teaching effectiveness. We examine ratings of faculty teaching for the effects of faculty-resident gender and underrepresented minority (URM) status concordance. Factorial ANOVAS and t tests were used to examine gender and URM status in 10,443 teaching effectiveness evaluations for 720 faculty members, provided by 516 residents across 18 clinical departments. Significant interaction effects were found for gender (P < .001) and URM status (P < .05) on the individual evaluation record level. Analyses of faculty-level data showed effect sizes were small except for large positive effects for URM faculty evaluated by URM residents (ES = 0.61). Overall, gender and minority status seem to have a negligible role in residents' evaluations of clinical faculty. However, the apparent beneficial effects for URM-URM pairs need more study.
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