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

Assessing Group-level Gender Bias in Professional Evaluations: The Case of Medical Student End-of-Shift Feedback