Background
Research questions
Methods
Study design
Participants, recruitment and consent
Measures, procedure and hypotheses
Instructions | Performancesa
| Lexical decision task | Recollection | Demographics | Debrief | |||
Group | K+/C– | K–/C+ | Mixed | Mixed | ||||
Stereotype-consistent | Asian1
| White1
| Asian2
| Asian | ||||
Stereotype-inconsistent | White1
| Asian1
| White2
| White |
Scripted videos of OSCE performances of white and Asian medical students
Performance scoring
Free text feedback
Test of stereotype activation
Test of memory
Demographics and debrief
Analysis
Performance scores
Stereotype activation
Recollection
Results
Participants
Characteristic | Group A (viewed stereotype-consistent performances) | Group B (viewed stereotype-inconsistent performances) | Significance |
---|---|---|---|
Sex: | Frequency |
p (chi sq.) | |
Male | 40 (51%) | 29 (37%) | 0.078 |
Female | 39 (49%) | 50 (63%) | |
Clinical speciality: | |||
Anaesthetics | 7 | 2 | 0.09 (Fisher exact) |
Diagnostic specialities | 5 | 2 | |
Hospital medicine | 24 | 31 | |
Surgery | 10 | 4 | |
Emergency medicine | 3 | 0 | |
Child health | 3 | 7 | |
Women’s health | 2 | 7 | |
General practice | 15 | 17 | |
Psychiatry | 4 | 3 | |
Non-hospital medical specialities | 1 | 0 | |
Public health | 0 | 1 | |
Other | 6 | 5 | |
Medical school: | |||
A | 5 | 13 | 0.15 |
B | 20 | 21 | |
C | 9 | 4 | |
D | 10 | 12 | |
Others | 34 | 26 | |
Participant ethnicity: | |||
White | 61 | 66 | 0.11 (Fisher exact) |
Indian subcontinent | 11 | 7 | |
Other minority ethnicity | 6 | 1 | |
Prefer not to say | 2 | 5 | |
Median |
p (Mann-Whitney U) | ||
Year of qualification | 1995 | 1992 | 0.75 |
Years examining OSCEs | 5 | 5 | 0.47 |
OSCEs/year | 2 | 2 | 0.79 |
Evidence that examiners activate mental stereotypes of students
Scores
Performance | Group A (viewed stereotype-consistent performances) | Group B (viewed stereotype-inconsistent performances) |
---|---|---|
Performance 1: K+/C– | Asian student | White student |
Scores | ||
Knowledge | 5.6 (5.3–5.9) | 5.6 (5.4–5.9) |
Communication | 2.4 (2.2–2.6) | 2.5 (2.3–2.7) |
Overall | 3.2 (3.0–3.5) | 3.1 (2.8–3.4) |
Feedback | ||
Focus | 2.7 (2.5–3.0) | 2.7 (2.4–2.9) |
Valence | –2.6 (–2.9 to –2.4) | –2.6 (–2.9 to –2.4) |
Performance 2: K–/C+ | White student | Asian student |
Scores | ||
Knowledge | 3.0 (2.8–3.3) | 3.0 (2.8–3.2) |
Communication | 5.6 (5.5–5.8) | 5.7 (5.6–5.9) |
Overall | 3.4 (3.1–3.6) | 3.3 (3.1–3.5) |
Feedback | ||
Focus | –0.3 (–0.5 to 0.0) | –0.4 (–0.7 to 0.0) |
Valence | –1.7 (–2.0 to –1.4) | –1.8 (–2.1 to –1.5) |
Performance 3: mixed | Asian student | White student |
Scores | ||
Knowledge | 3.1 (2.9–3.3) | 3.1 (2.9–3.3) |
Communication | 3.5 (3.3–3.7) | 3.6 (3.4–3.8) |
Overall | 2.9 (2.7–3.0) | 2.8 (2.6–3.0) |
Feedback | ||
Focus | 1.6 (1.3–1.9) | 1.5 (1.2–1.9) |
Valence | –2.8 (–3.1 to –2.6) | –3.0 (–3.3 to –2.7) |
Influence of students’ ethnicity on examiners’ scores
Influence of students’ ethnicity on examiners’ feedback
Influence of students’ ethnicity on examiners’ memories for the mixed performance
Proportion of statements marked “True” (95% CIs) | ||
---|---|---|
Statement type: | Group A (recalling Asian student) | Group B (recalling white student) |
Real statements | ||
Stereotype-consistent | 69% (65–73%) | 68% (64–71%) |
Stereotype-inconsistent
|
75% (71–79%)
|
78% (75–81%)
|
Invented statements | ||
Stereotype-consistent
|
29% (24–33%)
|
32% (27–36%)
|
Stereotype-inconsistent | 34% (31–36%) | 37% (34–40%) |