Does gender moderate medical students' assessments of unprofessional behavior?

Terry D. Stratton, Rosemarie L. Conigliaro

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Despite widespread acceptance of professionalism as a clinical competency, the role of certain contextual factors in assessing certain behaviors remains unknown. To examine the potential moderating role of gender in assessing unprofessional behaviors during undergraduate medical training. Randomized, anonymous, self-administered questionnaire. Ninety seven (97) third-year students from a southeastern U.S. medical school (participation rate=95.1 %). Using a 4-point Likert-type scale, subjects reviewed two subsets of randomly administered, equally weighted hypothetical vignettes depicting potentially unprofessional behaviors that could occur during medical students' clinical training. Ratings were categorized from 1 -"Not a Problem" to 4 -"A Severe Problem", based on the perceived degree of unprofessionalism. In each written scenario, trainee gender was systematically varied. Across all scenario subsets, male and female students' mean ratings of hypothetical behaviors did not differ significantly. Further, male and female students tended, on average, to rate behaviors similarly regardless of the trainee's gender. Study findings suggest that: (1) neither students' gender nor that of the hypothetical "actor" moderates the assessment of unprofessional behaviors; and (2) male and female students assign roughly the same overall rankings to potentially unprofessional behaviors.

Original languageEnglish (US)
Pages (from-to)1643-1648
Number of pages6
JournalJournal of general internal medicine
Volume27
Issue number12
DOIs
StatePublished - Dec 2012

ASJC Scopus subject areas

  • Internal Medicine

Fingerprint Dive into the research topics of 'Does gender moderate medical students' assessments of unprofessional behavior?'. Together they form a unique fingerprint.

  • Cite this