Browsing by Subject "Gender bias"

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    Perceptions of Gender Integration in Division II Athletic Training
    (2016-05) Ach, Jennifer S
    This study focused on the athletic trainers' perception of gender integration in the Division II setting. Gender integration in athletic training focuses on issues of gender equality in the workplace. The short form of the Interaction gender audit was used to measure perceptions of gender integration in four areas including political will, technical capacity, accountability, and organizational culture. The study population included 141 athletic trainers working in the 4th NATA district at a Division II institution. 141 potential participants were invited via email to participate in the study. A total of 14 males and 21 females completed the survey online. Male and females provided low ratings to questions pertaining to accountability of gender integration in the workplace. Accountability is the ways an organization determines the extent to which it is following gender equality policies and integrating gender equality in its basic structure (Harvey, Morris, Kindervatter & Woods, 2010). Males and females had differing perceptions of gender integration. Females perceived gender integration to be less advanced in the workplace compared to males. Specifically, females recognize that there needs to be improvement in the area of organization culture in the field of athletic training. Organizational culture is defined as "norms, customs, beliefs and codes of behavior in an organization that support or undermine gender equality"� (Harvey, et al 2010). The findings of this study should be used to begin conversations about existing gender inequalities in the field of athletic training. Specific organizations may use the structure of this study to measure their own employees' perceptions to see where improvements may be made in regards to gender equality.
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    Quantifying the effect of perceived gender identity on competency-based performance evaluations of postoperative scar images
    (2024-12) Gotthelf, Orla
    Objective: Implicit gender bias in competency-based evaluations remains a critical concern in medical education, particularly within surgical training, where assessment outcomes impact trainee progression and patient safety. This study examines whether perceived gender identity influences the evaluations of technical skill in a controlled setting, where expert and non-expert raters assessed postoperative scar images labeled with male faces, female faces, or no identity markers. Methods: Expert raters were recruited from professional surgical societies and non-expert raters through the Prolific crowdwork platform. Using the Scar Cosmesis Assessment and Rating (SCAR) scale—a validated tool for measuring scar quality—the raters were randomized to one of the three identity conditions and evaluated images in the belief that a shown surgeon had performed the wound closure resulting in a postoperative scar shown on the screen. Results: No statistically significant differences were found in SCAR scores between the gender-labeled conditions, indicating an absence of observable bias among both expert raters (n=614) and non-expert raters (n=4,181) when assessing technical skills. There was no evidence of gender bias when completing subgroup analysis based on the demographics of the raters in either population. Conclusions: The consistency of results across expert and non-expert raters suggests that both rating methods can be unbiased and objective within a controlled evaluation environment. The use of a clearly defined task-specific scale could be a potential strategy to combat gender bias in the evaluation of surgical skills. The substantial difference in recruitment times between the two study populations underscores the need for long-term scalable solutions that allow consistent evaluations of technical skills in competency-based medical education settings.