Browsing by Subject "gender bias"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Exploring Gender Bias in Nursing Evaluations of Emergency Medicine Residents
    (Wiley, 2019) Brucker, Krista; Whitaker, Nash; Morgan, Zachary S.; Pettit, Katie; Thinnes, Erynn; Banta, Alison M.; Palmer, Megan M.; Emergency Medicine, School of Medicine
    Objectives Nursing evaluations are an important component of residents’ professional development as nurses are present for interactions with patients and nonphysician providers. Despite this, there has been few prior studies on the benefits, harms, or effectiveness of using nursing evaluations to help guide emergency medicine residents’ development. We hypothesized that gender bias exists in nursing evaluations and that female residents, compared to their male counterparts, would receive more negative feedback on the perception of their interpersonal communication skills. Methods Data were drawn from nursing evaluations of residents between March 2013 and April 2016. All comments were coded if they contained words falling into four main categories: standout, ability, grindstone, and interpersonal. This methodology and the list of words that guided coding were based on the work of prior scholars. Names and gendered pronouns were obscured and each comment was manually reviewed and coded for valence (positive, neutral, negative) and strength (certain or tentative) by at least two members of the research team. Following the qualitative coding, quantitative analysis was performed to test for differences. To evaluate whether any measurable differences in ability between male and female residents existed, we compiled and compared American Board of Emergency Medicine in‐training examination scores and relevant milestone evaluations between female and male residents from the same period in which the residents were evaluated by nursing staff. Results Of 1,112 nursing evaluations, 30% contained comments. Chi‐square tests on the distribution of valence (positive, neutral, or negative) indicated statistically significant differences in ability and grindstone categories based on the gender of the resident. A total of 51% of ability comments about female residents were negative compared to 20% of those about male residents (χ2 = 11.83, p < 0.01). A total of 57% of grindstone comments about female residents were negative as opposed 24% of those about male residents (χ2 = 6.03, p < 0.01). Conclusions Our findings demonstrate that, despite the lack of difference in ability or competence as measured by in‐service examination scores and milestone evaluations, nurses evaluate female residents lower in their abilities and work ethic compared to male residents.
  • Thumbnail Image
    Item
    Gender bias and its negative impact on cardiothoracic surgery
    (Elsevier, 2019) Ceppa, DuyKhanh P.; Dolejs, Scott C.; Boden, Natalie; Phelan, Sean; Yost, Kathleen J.; Edwards, Melanie; Donington, Jessica; Naunheim, Keith S.; Blackmon, Shanda; Medicine, School of Medicine
  • Thumbnail Image
    Item
    Reducing STEM gender bias with VIDS (video interventions for diversity in STEM)
    (American Psychological Association, 2018) Moss-Racusin, Corinne A.; Pietri, Evava S.; Hennes, Erin P.; Dovidio, John F.; Brescoll, Victoria L.; Roussos, Gina; Handelsman, Jo
    Gender biases contribute to the underrepresentation of women in STEM. In response, the scientific community has called for methods to reduce bias, but few validated interventions exist. Thus, an interdisciplinary group of researchers and filmmakers partnered to create VIDS (Video Interventions for Diversity in STEM), which are short videos that expose participants to empirical findings from published gender bias research in 1 of 3 conditions. One condition illustrated findings using narratives (compelling stories), and the second condition presented the same results using expert interviews (straightforward facts). A hybrid condition included both narrative and expert interview videos. Results of two experiments revealed that relative to controls, VIDS successfully reduced gender bias and increased awareness of gender bias, positive attitudes toward women in STEM, anger, empathy, and intentions to engage in behaviors that promote gender parity in STEM. The narratives were particularly impactful for emotions, while the expert interviews most strongly impacted awareness and attitudes. The hybrid condition reflected the strengths of both the narratives and expert interviews (though effects were sometimes slightly weaker than the other conditions). VIDS produced substantial immediate effects among both men and women in the general population and STEM faculty, and effects largely persisted at follow-up. (PsycINFO Database Record (c) 2018 APA, all rights reserved)