Although approximately 50% of medical school graduates today are women, female physicians tend to be underrepresented in senior positions, make less money than their male counterparts and receive fewer promotions. There is a growing body of literature demonstrating gender bias in various forms of evaluation in medicine, but this work was mainly conducted by looking for specific words using fixed dictionaries such as LIWC and focused on recommendation letters. We use a dataset of written and quantitative assessments of medical student performance on individual shifts of work, collected across multiple institutions, to investigate the extent to which gender bias exists in a day-to-day context for medical students. We investigate differences in the narrative comments given to male and female students by both male or female faculty assessors, using a fine-tuned BERT model. This allows us to examine whether groups are written about in systematically different ways, without relying on hand-crafted wordlists or topic models. We compare these results to results from the traditional LIWC method and find that, although we find no evidence of group-level gender bias in this dataset, terms related to family and children are used more in feedback given to women.

研究通过 BERT 模型和 LIWC 方法对医学生的表现评估数据进行对比，结果显示医学院教授在日常评估中，男性和女性医学生的评价差异不大，但女性更容易受到与家庭和孩子相关的评价。

评估专业评价中的群体性别偏见：以医学生轮班结束反馈为例