Gender bias in resident evaluations: Natural language processing and competency evaluation.
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| Title: | Gender bias in resident evaluations: Natural language processing and competency evaluation. |
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| Authors: | Andrews, Jane, Chartash, David, Hay, Seonaid |
| Source: | Medical Education. Dec2021, Vol. 55 Issue 12, p1383-1342. 6p. |
| Subjects: | National competency-based educational tests, Teacher-student relationships, Hospital medical staff, Internal medicine, Natural language processing, Sex discrimination, Thematic analysis, Job performance |
| Abstract: | Background: Research shows that female trainees experience evaluation penalties for gender non- conforming behaviour during medical training. Studies of medical education evaluations and performance scores do reflect a gender bias, though studies are of varying methodology and results have not been consistent. Objective: We sought to examine the differences in word use, competency themes and length within written evaluations of internal medicine residents at scale, considering the impact of both faculty and resident gender. We hypothesised that female internal medicine residents receive more negative feedback, and different thematic feedback than male residents. Methods: This study utilised a corpus of 3864 individual responses to positive and negative questions over the course of six years (2012- 2018) within Yale University School of Medicine's internal medicine residency. Researchers developed a sentiment model to assess the valence of evaluation responses. We then used natural language processing (NLP) to evaluate whether female versus male residents received more positive or negative feedback and if that feedback focussed on different Accreditation Council for Graduate Medical Education (ACGME) core competencies based on their gender. Evaluator- evaluatee gender dyad was analysed to see how it impacted quantity and quality of feedback. Results: We found that female and male residents did not have substantively different numbers of positive or negative comments. While certain competencies were discussed more than others, gender did not seem to influence which competencies were discussed. Neither gender trainee received more written feedback, though female evaluators tended to write longer evaluations. Conclusions: We conclude that when examined at scale, quantitative gender differences are not as prevalent as has been seen in qualitative work. We suggest that further investigation of linguistic phenomena (such as context) is warranted to reconcile this finding with prior work. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 154207035 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Gender bias in resident evaluations: Natural language processing and competency evaluation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Andrews%2C+Jane%22">Andrews, Jane</searchLink><br /><searchLink fieldCode="AR" term="%22Chartash%2C+David%22">Chartash, David</searchLink><br /><searchLink fieldCode="AR" term="%22Hay%2C+Seonaid%22">Hay, Seonaid</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Dec2021, Vol. 55 Issue 12, p1383-1342. 6p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22National+competency-based+educational+tests%22">National competency-based educational tests</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Internal+medicine%22">Internal medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+language+processing%22">Natural language processing</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+discrimination%22">Sex discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Job+performance%22">Job performance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Research shows that female trainees experience evaluation penalties for gender non- conforming behaviour during medical training. Studies of medical education evaluations and performance scores do reflect a gender bias, though studies are of varying methodology and results have not been consistent. Objective: We sought to examine the differences in word use, competency themes and length within written evaluations of internal medicine residents at scale, considering the impact of both faculty and resident gender. We hypothesised that female internal medicine residents receive more negative feedback, and different thematic feedback than male residents. Methods: This study utilised a corpus of 3864 individual responses to positive and negative questions over the course of six years (2012- 2018) within Yale University School of Medicine's internal medicine residency. Researchers developed a sentiment model to assess the valence of evaluation responses. We then used natural language processing (NLP) to evaluate whether female versus male residents received more positive or negative feedback and if that feedback focussed on different Accreditation Council for Graduate Medical Education (ACGME) core competencies based on their gender. Evaluator- evaluatee gender dyad was analysed to see how it impacted quantity and quality of feedback. Results: We found that female and male residents did not have substantively different numbers of positive or negative comments. While certain competencies were discussed more than others, gender did not seem to influence which competencies were discussed. Neither gender trainee received more written feedback, though female evaluators tended to write longer evaluations. Conclusions: We conclude that when examined at scale, quantitative gender differences are not as prevalent as has been seen in qualitative work. We suggest that further investigation of linguistic phenomena (such as context) is warranted to reconcile this finding with prior work. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/medu.14593 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 1383 Subjects: – SubjectFull: National competency-based educational tests Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Hospital medical staff Type: general – SubjectFull: Internal medicine Type: general – SubjectFull: Natural language processing Type: general – SubjectFull: Sex discrimination Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Job performance Type: general Titles: – TitleFull: Gender bias in resident evaluations: Natural language processing and competency evaluation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Andrews, Jane – PersonEntity: Name: NameFull: Chartash, David – PersonEntity: Name: NameFull: Hay, Seonaid IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 55 – Type: issue Value: 12 Titles: – TitleFull: Medical Education Type: main |
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