Video-Based Assessment of Microsurgical Trainees: An Evaluation of Gender Bias

Abstract

Background: Gender bias in graduate medical evaluations remains a challenging issue. This study evaluates implicit gender bias in video-based evaluations of microsurgical technique, which has not previously been described in the literature. Methods: Two videos were recorded of microsurgical anastomosis; the first was performed by a hand/microsurgery fellow and the second by an expert microsurgeon. 150 surgeons with microsurgical experience were recruited to evaluate the videos; they were told these videos depicted a surgical trainee 1-month into fellowship followed by the same trainee 10 months later. The only variable was the name (“Rachel” or “David”) that each participant was randomly assigned to evaluate. Participants were asked to score each video for quality, technique, efficiency, as well as overall progression and development after the second video compared to the initial video. To focus on bias, these outcome measures were selected to be purposefully subjective and all ratings were based on a subjective 1-10 scale (10=excellent). Results: The analysis included 150 participants (75% male). There were no statistically significant differences in scores between the “female” and “male” trainee. The trainees received the same median initial (1-month video) and final (11th month video) scores for all criteria except initial technique, in which the female trainee received a 7 and the male trainee received an 8. Notably, 11-month scores were consistently the same or lower than 1-month scores for both study groups (p < 0.001). There were also no differences within either study group based on participant sex. Microsurgery practitioners overall rated both groups lower than those who do not currently practice microsurgery. Conclusion: Our study did not identify a gender bias in this evaluation method. Further investigation into how we assess and grade trainees as well as the presence and impact of implicit biases on varying surgical assessment methods is warranted.