Clinical Focus

  • Pediatric Anesthesiology
  • Pediatric Anesthesia

Academic Appointments

Boards, Advisory Committees, Professional Organizations

  • Member, American Academy of Pediatrics (2022 - Present)
  • Member, Society for Education in Anesthesia (2021 - Present)
  • Member, California Society of Anesthesiologists (2021 - Present)
  • Member, Society for Pediatric Anesthesia (2019 - Present)
  • Member, National Medical Association (2017 - Present)
  • Member, American Society of Anesthesiologists (2016 - Present)

Professional Education

  • Post-Master's Certificate, Johns Hopkins School of Education, Evidence-Based Teaching in the Health Professions (2024)
  • Board Certification: American Board of Anesthesiology, Pediatric Anesthesia (2022)
  • Board Certification: American Board of Anesthesiology, Anesthesia (2022)
  • Fellowship: Stanford University Pediatric Anesthesia Fellowship (2022) CA
  • Residency: Hospital of the University of Pennsylvania Dept of Anesthesia (2021) PA
  • Medical Education: Wake Forest School of Medicine (2017) NC
  • BS, Duke University, NC (2012)

Contact

  • Academic
    University - Academic staff Department: Anesthesia - Pediatric Position: Clinical Assistant Professor
  • Clinical (Primary)  725 Welch Rd Palo Alto, CA 94304 (669) 233-2883 (fax)

Additional Clinical Info

Additional Info

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

https://orcid.org/0000-0003-1980-1767