Utilizing Text Analysis to Alter Implicit Biases in Educators

It has long been recognized that there is a long standing disparity between the training environment of males and females. Despite females outnumbering males matriculating from medical school, their training is often hindered by implicit biases held within the profession. Studies have shown females more often receive less feedback, receive feedback that is more focused on personality traits, and when starting at similar milestones, progress slower along these milestones. Through embarkeing on a years-long journey to identify and change this culture, the presenters have, on a semi annual basis, utilized a text analysis system that identifies average length of written evaluations comparing males to females, number of words used that are identified as important traits in residents comparing males to females, and total number of evaluations written among males and females by faculty member. This information is integrated into a larger DEI coaching cirriculum that is designed to teach each individual to identify their own biases using objective data and assist these individuals in their journey to mitigate their own implicit bias. As the program has progressed, data collection has shown a significant shift in the way evaluations are written and how mindful individuals are when talking to residents. This workshop will teach participants how to create a similar system within their own training institutions.