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"Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians.

Publication ,  Journal Article
Solomon, HV; Kim, BS; Rajagopalan, AK; Funk, MC
Published in: Acad Psychiatry
October 2022

OBJECTIVE: Role misidentification among hospital staff is common. Female resident physicians are more likely to be misidentified as non-physicians. This study utilized a pre-post examination to determine if the usage of a "doctor" badge by resident physicians at a Veterans Affairs Medical Center influences role identification, gender-based aggressions, and workplace experience. METHODS: Twenty-six psychiatry residents at the Veterans Affairs Boston Healthcare System participated in a voluntary, anonymous electronic pre-survey in December 2020 and post-survey in March 2021 to report their experiences with role identification and gender-based aggressions before and after the implementation of a "doctor" badge. RESULTS: Females were significantly more likely than males to report role misidentification (x2(1)=10.8, p=0.001). Females were significantly more likely to experience gender-based aggressions compared to males (x2(1)=19.5, p<0.001). Compared to pre-intervention, females who wore the badge were significantly less likely to be misidentified (x2(1)=9.6, p=0.002). There was no significance when comparing males who were misidentified pre- to post-intervention (x2(1)=1.1, p=0.294). Compared to pre-intervention, females who wore the badge were significantly less likely to experience gender-based aggressions (x2(1)=17.3, p=<0.001). Compared to pre-intervention, there was no significant change in gender-based aggressions for males who wore the badge (x2(1)=1.05, p=0.306). CONCLUSIONS: Female residents were more likely than male residents to report role misidentification. Usage of the "doctor" badge resulted in improved role identification and a reduction in gender-based aggressions for females, but not males. "Doctor" badges can improve role identification, gender-based aggressions, workplace experience, patient communication, and care.

Duke Scholars

Published In

Acad Psychiatry

DOI

EISSN

1545-7230

Publication Date

October 2022

Volume

46

Issue

5

Start / End Page

611 / 615

Location

United States

Related Subject Headings

  • Workplace
  • Surveys and Questionnaires
  • Psychiatry
  • Physicians, Women
  • Physicians
  • Humans
  • Female
  • Aggression
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy
 

Citation

APA
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ICMJE
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Solomon, H. V., Kim, B. S., Rajagopalan, A. K., & Funk, M. C. (2022). "Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians. Acad Psychiatry, 46(5), 611–615. https://doi.org/10.1007/s40596-022-01641-0
Solomon, Haley V., Bo S. Kim, Aishwarya K. Rajagopalan, and Margo C. Funk. “"Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians.Acad Psychiatry 46, no. 5 (October 2022): 611–15. https://doi.org/10.1007/s40596-022-01641-0.
Solomon HV, Kim BS, Rajagopalan AK, Funk MC. "Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians. Acad Psychiatry. 2022 Oct;46(5):611–5.
Solomon, Haley V., et al. “"Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians.Acad Psychiatry, vol. 46, no. 5, Oct. 2022, pp. 611–15. Pubmed, doi:10.1007/s40596-022-01641-0.
Solomon HV, Kim BS, Rajagopalan AK, Funk MC. "Doctor" Badge Promotes Accurate Role Identification and Reduces Gender-Based Aggressions in Female Resident Physicians. Acad Psychiatry. 2022 Oct;46(5):611–615.
Journal cover image

Published In

Acad Psychiatry

DOI

EISSN

1545-7230

Publication Date

October 2022

Volume

46

Issue

5

Start / End Page

611 / 615

Location

United States

Related Subject Headings

  • Workplace
  • Surveys and Questionnaires
  • Psychiatry
  • Physicians, Women
  • Physicians
  • Humans
  • Female
  • Aggression
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy