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Invited Commentary
Medical Education
July 16, 2020

Gender Differences in Resident Assessment: The Glass Ceiling and Sticky Floor for Women in Medicine Begin Early

Author Affiliations
  • 1Department of Medicine, Southern Illinois University School of Medicine, Springfield
  • 2Department of Internal Medicine, University of New Mexico School of Medicine, Albuquerque
JAMA Netw Open. 2020;3(7):e2010985. doi:10.1001/jamanetworkopen.2020.10985

Studies in health care and the business world demonstrate that diversity, equity, and inclusion are important. They help to strengthen the work environment through improved engagement, enhanced communication, increased productivity, and better workforce retention. More importantly for health care, diversity improves patient care through more effective communication, increased patient adherence, improved patient satisfaction, and an overall better patient experience. Despite these benefits, important work remains to address the barriers that deter us from achieving that goal. Understanding how, when, and where those barriers are manifested can help us better understand why they happen and how to mitigate them. In JAMA Network Open, Klein et al1 aim to understand whether and how gender is associated with assessments in graduate medical education.

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