Gender Differences in Academic Performance in the OB/GYN Clerkship

Abstract

PURPOSE: Evaluate gender differences in academic performance within the Obstetrics and Gynecology Clerkship at the University of Missouri. BACKGROUND: Unconscious bias, baseline knowledge or access to opportunities that may affect students' overall performance. Therefore, making it necessary to evaluate gender differences in academic performance. METHODS: USMLE Step 1 exams, pre-clinical year's evaluations, NBME shelf exam scores, faculty evaluations of students with overall exemplary grades, clerkship grade distribution were compared from 2013-2017 to determine if there was a gender difference in academic performance. Student assessment is standardized. First attempt USMLE and NBME scores were evaluated. An evaluator was included if they performed more than 6 evaluations. 388 students qualified for the study. Independent 2 sample t-test was used assuming unequal variances. RESULTS: Males scored higher on the USMLE Step 1 exam with statistically significance. There was no difference of performance within genders during the pre-clinical years. Females scored higher on the NBME shelf exam, clinical evaluations, faculty assessments and final clerkship grade evaluations. DISCUSSION: There are notable gender differences in academic performance within the Obstetrics and Gynecology Clerkship, favoring females. Preexisting personal knowledge and a higher number of females expressing interest and entering OB/GYN residency may give females a slight advantage over their male counterparts. Assuming that standardized assessments demonstrate knowledge gained by students, the results may reflect that females are gaining more experiences or opportunities during their clerkship. It is important to critically review the data to ensure males and females are achieving the same training and opportunities.