Closing the Gap: Evaluation of Gender Disparities in Urology Resident Operative Autonomy and Performance
Oluyemi O.Olumolade BA, Paris D.Rollins MD, Stephanie Daignault-Newton MS, Brian C.George MD MAEd, Kate H.Kraft, MD

Journal of Surgical Education, March-April 2022




Gender disparities have demonstrated influence on several areas of medical trainee academic performance and surgeon professional attainment. The impact of gender on perceived operative autonomy and performance of urology residents is not well understood. This single-institution pilot study explores this relationship by evaluating urology faculty and resident assessment of resident operative autonomy and performance using the Society for Improving Medical Professional Learning app.



Using Society for Improving Medical Professional Learning, trainees in a single urology residency program were assessed in operative cases on three scales (autonomy, performance, and case complexity). Intraoperative assessments were completed by both faculty and residents (self-evaluation). Respective evaluations were compared to explore differences in ratings by gender.



University of Michigan Health, Ann Arbor, MI.



University of Michigan Urology Residents and Faculty.



A total of 516 evaluations were submitted from 18 urology residents and 20 urology faculty. Self-reported ratings among female and male residents did not differ significantly for autonomy (p = 0.20) or performance (p = 0.82). Female and male residents received overall similar autonomy ratings that were not significantly different from female faculty (p = 0.66) and male faculty (p = 0.81). For female residents, there was no significant difference in performance ratings by faculty gender (p = 0.20). This finding was consistent when the resident was male (p = 0.70).



At our institution, there is no overall gender-based difference in self-rated or faculty-rated operative autonomy or performance among urology trainees. Understanding relevant facets of institutional culture as well as educational strategies between faculty and residents may identify factors contributing to this outcome.




The Society for Improving Medical Professional Learning (SIMPL) is a 501c3 nonprofit research collaborative lead by volunteers who are dedicated to working towards a continuously improving medical education system.