Improving medical students’ competence at breast examination

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135217/1/ijgo173.pd

Variability in student perceptions of mistreatment

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148349/1/tct12790_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/148349/2/tct12790.pd

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Purpose: To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. Methods: The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their ?overall quality of teaching? using a 5-point response scale (1?=?Poor to 5?=?Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender. Results: There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males?=?4.23, females?=?4.01, p?=?0.003). Pediatrics showed the next greatest difference (males?=?4.44, females?=?4.29, p?=?0.009), followed by obstetrics and gynecology (males?=?4.38, females?=?4.26, p?=?0.026), and internal medicine (males?=?4.35, females?=?4.27, p?=?0.043). Conclusions: Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140140/1/jwh.2015.5475.pd

Strategic imaginings: White masculinities and their idealized others in British and United States Boy Scout handbooks, 1908--1948.

In various historical and cultural contexts, white men have pursued strategies of gender construction based on idealization of masculinities they imagine to be possessed by men of color. Such phenomena cannot be explained within a simplistic framework of the idealized Self and the denigrated Other. Furthermore, existing research focused on such cross-racial gender-construction strategies erroneously concludes that they are the same throughout time and in different contexts, or implies that they emerged at some significant historical juncture and have remained static since. This study critically examines British and U.S. Boy Scout manuals printed from 1908 through 1948, and explains observed variation in images and rhetoric idealizing the masculinity of men of color. The project contributes needed insight into a recurring gender construction strategy that has been identified with problems including racism, sexism, and the maintenance of domination by white men. Finally, it provides greater understanding of an area of intersection in the social construction of gender and the social construction of race, and of the dialectical interplay between the Self and the Other.Ph.D.Ethnic studiesSocial SciencesWomen's studiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/124917/2/3163914.pd