Table 3.

Faculty Rating Distributions of EPAs and Milestones for Female- and Male-Presenting Residents.^a

ASSESSMENT TYPE	GENDER-PRESENTATION	1	2	3	4	5	P VALUEb
EPA c
Case 1 EPA: Communication	Female	0	0	5	5	8	.77
	Male	0	1	2	7	8
Case 2 EPA: Procedures	Female	0	4	10	3	1	.93
	Male	0	4	9	5	0
Case 2 EPA: Resuscitation	Female	0	0	7	9	2	.002**
	Male	0	8	8	2	0
Case 2 EPA: Airway Management	Female	0	9	8	1	0	.74
	Male	0	8	9	1	0
Case 3 EPA: Disposition Plan	Female	0	2	2	6	8	.56
	Male	0	1	3	4	10
Milestone
Systems-Based Practice 3: System Navigation for Patient Centered Cared	Female	1	2	11	3	1	.21
	Male	0	5	12	1	0
Interprofessional and Communication Skills 2: Interprofessional and Team Communicatione	Female	0	3	11	3	1	.56
	Male	0	1	13	3	1

Abbreviations: EPA indicates Entrustable Professional Activity.

^aData from a female-presenting resident was collected from January to June 2023 using an online survey, and data from a male-presenting resident was collected from November 2023 to February 2024 using think aloud methods during a follow-up interview.

^bFrom Wilcoxon signed-rank test; P is significant at .05.

^cFor EPA ratings, the response choices and anchors were as follows: 1 = I had to do it (Requires constant direct supervision and myself or others’ hands-on action for completion); 2 = I helped a lot (Requires considerable direct supervision and myself or others’ guidance for completion); 3 = I helped a little (Requires minimal direct supervision or guidance from myself or others for completion); 4 = I needed to be there but did not help (Requires indirect supervision and no guidance by myself or others); 5 = I didn’t need to be there at all (Does not require any supervision or guidance by myself or others).

^dFor the systems-based practice Milestone rating, across all three cases, the response choices and anchors were as follows: 1 = Level 1: Demonstrates knowledge of care coordination. Identifies key elements for safe and effective transitions of care and hand-offs. Demonstrates knowledge of population and community health needs and disparities; 2 = Level 2: In routine clinical situations, effectively coordinates patient care integrating the roles of interprofessional teams. In routine clinical situations, enables safe and effective transitions of care/hand-offs. Identifies specific population and community health needs and inequities for their local population; 3 = Level 3: In complex clinical situations, effectively coordinates patient care by integrating the roles of the interprofessional teams. In complex clinical situations, enables safe and effective transitions of care/hand-offs. Effectively uses local resources to meet the needs of a patient population and community; 4 = Level 4: Serves as a role model, effectively coordinates patient-centered care among different disciplines and specialties. Serves as a role model, advocates for safe and effective transitions of care/hand-offs within and across health care delivery systems, including outpatient settings. Participates in changing and adapting practice to provide for the needs of specific populations; 5 = Level 5: Analyzes the process of care coordination and leads in the design and implementation of improvements. Improves quality of transitions of care within and across health care delivery systems to optimize patient outcomes. Leads innovations and advocates for populations and communities with health care inequities.

^eFor the interprofessional and communication skills Milestone rating, across all three cases, the response choices and anchors were as follows: 1 = Level 1: Respectfully requests a consultation. Uses language that reflects the values all members of the health care team. Receives feedback in a respectful manner; 2 = Level 2: Clearly and concisely requests a consultation or other resources for patient care. Communicates information effectively with all health care team members; 3 = Level 3: Integrates recommendations made by various members of the health care team to optimize patient care. Engages in active listening to adapt to the communication styles of the team. Communicates concerns and provides feedback to peers and learners; 4 = Level 4: Acts as a role model for flexible communication strategies, i.e., those strategies that value input from all health care team members and that resolve conflict when needed. Uses effective communication to lead or manage health care teams. Communicates feedback and constructive criticism to superiors; 5 = Level 5: Acts as a role model for communication skills necessary to lead or manage health care teams. In complex situations, facilitates regular health care team-based feedback.