检查量化评级中的基于性别的差异,以及居民和研究员在教师评估中的叙述性评论
Jessica Hane1, Vivien Lee2, You Zhou2
1is an Assistant Professor, Departments of Internal Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, USA.
Journal of graduate medical education
|June 18, 2025
概括
医学院评估中的性别语言揭示了偏见. 女实习生使用更多的描述性词语,而女性教师则收到更少的以能力为中心的术语,这影响了教学有效性评级.
科学领域:
- 医学教育 医学教育
- 语言学的语言学.
- 性别研究是性别研究.
背景情况:
- 教师评估在医学培训中很常见,但可能包含性别偏见.
- 人们对性别如何影响这些评估并导致差异存在担忧.
研究的目的:
- 分析实习生对教师的描述中的基于性别的差异 (评分效应).
- 检查如何描述教师的基于性别的差异 (Ratee效应).
- 调查描述性语言与教学有效性评级之间的关联.
主要方法:
- 自然语言处理 (NLP) 分析了医学院的2164个实习生评估.
- 叙述性评论被分类为共同的,突出的和代理/能力词组 (n-grams).
- 评估了语言使用中的性别差异 (比率和比率效应) 以及它们与有效性评级的联系.
主要成果:
- 女性实习生比男性实习生使用了更多的共同,突出和代理/能力词汇.
- 与男性教师相比,女性教师收到的代理性/能力描述因素较少.
- 教学有效性评级与男性和女性教师的突出和共同词汇频率相关.
结论:
- 性别影响在教师的实习生评估中使用的语言.
- 描述符使用的差异可能反映了影响教师认知的隐性偏见.
- 评估中的语言模式与被认为的教学有效性有关,突出了潜在的性别差异.
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