Anaid Atasuntseva, Ph.D.

All Publications

• Decoding the Reference Letter: Strategies to Reduce Unintentional Gender Bias in Letters of Recommendation. MedEdPORTAL : the journal of teaching and learning resources Mieso, B. R., Barnett, J. F., Otero, T. M., Berquist, S. W., Perez, F. D., Han, P., Bhargava, S., Atasuntseva, A., Yemane, L. 2024; 20: 11419

  Abstract

  There is a growing body of literature on gender bias in letters of recommendation (LORs) in academic medicine and the negative effect of bias on promotion and career advancement. Thus, increasing knowledge about gender bias and developing skills to mitigate it is important for advancing gender equity in medicine. This workshop aims to provide participants with knowledge about linguistic bias (focused on gender), how to recognize it, and strategies to apply to mitigate it when writing LORs.We developed an interactive 60-minute workshop for faculty and graduate medical education program directors consisting of didactics, reflection exercises, and group activities. We used a postworkshop survey to evaluate the effectiveness of the workshop. Descriptive statistics were used to analyze Likert-scale questions and a thematic content analysis for open-ended prompts.We presented the workshop four times (two local and two national conferences) with one in-person and one virtual format for each. There were 50 participants who completed a postworkshop survey out of 74 total participants (68% response rate). Ninety-nine percent of participants felt the workshop met its educational objectives, and 100% felt it was a valuable use of their time. Major themes described for intended behavior change included utilization of the gender bias calculator, mindful use and balance of agentic versus communal traits, closer attention to letter length, and dissemination of this knowledge to colleagues.This workshop was an effective method for helping participants recognize gender bias when writing LORs and learn strategies to mitigate it.

  View details for DOI 10.15766/mep_2374-8265.11419

  View details for PubMedID 38974126

  View details for PubMedCentralID PMC11224141

• DEVELOPMENT OF A COMPREHENSIVE DBT INTENSIVE OUTPATIENT PROGRAM: LESSONS LEARNED AND CRITICAL CONSIDERATIONS Atasuntseva, A., Berk, M. ELSEVIER SCIENCE INC. 2023: S32

  View details for DOI 10.1016/j.jaac.2023.07.233

  View details for Web of Science ID 001098830400101

• Say My Name: Understanding the Power of Names, Correct Pronunciation, and Personal Narratives. MedEdPORTAL : the journal of teaching and learning resources Dali, S., Atasuntseva, A., Shankar, M., Ayeroff, E., Holmes, M., Johnson, C., Terkawi, A. S., Beadle, B., Chang, J., Boyd, K., Dunn, T. 2022; 18: 11284

  Abstract

  Names are a reflection of identity and often have personal meaning. The chronic mispronunciation of names can undermine one's identity and be experienced as a microaggression. This workshop aims to provide historical context for names as well as resources for correct name pronunciation.We developed a 60-minute interactive virtual workshop with didactics, small-group sharing of personal experiences, and case discussions. We used an anonymous postworkshop survey to evaluate workshop effectiveness.We presented the workshop at one local academic conference and two local educational conferences to learners of all levels from medical students to faculty. We collected postworkshop survey results from 78 participants of diverse racial and ethnic backgrounds. Participants reported learning historical context, ways to ask about correct name pronunciation, correcting name mispronunciation, documenting pronunciation, and sources for applications to practice. The main barriers to implementing workshop lessons included personal and structural factors.This workshop effectively fills an educational gap by addressing the importance of correct name pronunciation in order to provide a more inclusive environment for clinicians and patients alike.

  View details for DOI 10.15766/mep_2374-8265.11284

  View details for PubMedID 36524099

  View details for PubMedCentralID PMC9705275

• Project Chill: Program Description and Session Feedback Data From a Proof-of-Concept Study of a School-Based Psychoeducational Program Using Creative Media COGNITIVE AND BEHAVIORAL PRACTICE Friedberg, R. D., Rozmid, E., Atasuntseva, A., Mosley, C., Wilberding, N., LaPrade, R., Wister, A., Feezer, J. 2022; 29 (2): 400-410

  View details for Web of Science ID 000793409000008