Hill School Research Articles

Retrospective Assessment of Endodontically Treated Teeth Replaced by Dental Implants

IntroductionThis study investigated endodontically treated teeth that were replaced by dental implants at the University of North Carolina (UNC) at Chapel Hill School of Dentistry. The primary objective of this study was to determine the reasons leading to the extraction of endodontically treated teeth and their subsequent replacement with dental implants. The secondary objective was to evaluate the proportion of these teeth that, according to experienced endodontists, could have been preserved. MethodsThe UNC-Chapel Hill's dental electronic health records between 2004 and 2019 were probed for implant placement that replaced root canal–treated teeth. Preextraction radiographs and clinical charts were examined to ascertain the primary reason related to the extraction and to compile a profile for each case. In cases in which endodontic failure was the primary reason for extraction, radiographs and clinical findings were evaluated by 2experienced endodontists to assess potential treatment options. ResultsBetween 2004 and 2019, 29.3% (1564 of 5229) of teeth replaced by dental implants at UNC School of Dentistry had undergone root canal treatment, with the mandibular first molar being the most commonly replaced tooth. The leading reasons for extraction were recurrent caries associated with defective restoration (26.6%), fracture of coronal structure (21.5%), vertical root fracture (20.9%), compromised periodontal condition (13.8%), and endodontic failure (2.4%). Two experienced endodontists evaluated extractions due to endodontic failure and concluded that 61.7% of them could have been candidates for endodontic retreatment. ConclusionSubstantial loss of tooth structure was the leading cause of extraction of root canal–treated teeth, followed by vertical root fracture and periodontal disease. Although endodontic failure constituted a minor portion of the reasons for extraction, a considerable number of teeth were extracted due to vertical root fractures following root canal treatment. A significant proportion of the extracted teeth due to endodontic failure could have been considered as potential candidates for endodontic retreatment.

Bibliometric analysis of the scientific production on crowdsourcing in health

Introduction: online collaborative decision-making processes in health have developed over time and surpass the academic field. The objective of the research is to analyze the scientific production on crowdsourcing in health during the period 2019 - 2023. Methods: the research was developed under the quantitative paradigm approach, from a retrospective - descriptive and bibliometric study. A systematic search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results: the search was conducted in the SCOPUS database and 289 research results on crowdsourcing in health in the selected period were identified. Of the 289 research studies analyzed, 60% are original articles. The area of knowledge that stands out the most is medicine with 159 research papers. A total of 162 journals were identified in which the research was published, the most cited being Translational Psychiatry with 364 citations. In addition, the institutions with the highest representation are The University of North Carolina at Chapel Hill and London School of Hygiene & Tropical Medicine with 23 and 17 researches respectively. The most relevant author is Tucker, J.D. with 17 publications. The country that published the most was the United States with 122 publications. Conclusions: It is concluded that crowdsourcing in health as an online collaborative process between institutions, specialists, patients or experts in the health sector allows solving research problems, based on tasks directed by the crowdsourcing administrator, has developed over time and surpasses the academic field.

What Happened at the Mission Hill School?

What Happened at the Mission Hill School?

Using a Leadership Tool Kit to Teach Essential Competencies.

By Jennifer T. Alderman, PhD, RN, MSN, CNL, CNE, CHSE, University of North Carolina Chapel Hill School of Nursing, [email protected]. The author declares no conflicts of interest.

The Not-So-New South Suburbs: Asian Immigration and the Politics of School Integration in Chapel Hill, North Carolina

This article explores how middle-class Asian immigrants disrupted settled geographies and social relations in a high-tech Southern suburb. In a case study of controversies over the redrawing of the Chapel Hill school district attendance boundaries, it asks what middle-class Asian immigrants attempts to navigate the space “between Black and White” reveals about emergent racial and spatial relations in the New South suburbs and the possibilities for advancing more equitable schools and neighborhoods. The case study shows how Asian immigrants struggled to navigate the social, cultural, and educational barriers to organize a united and effective platform, highlighting how new immigrants have challenged old ideas about equitable education policies based on a Black-White binary. But it also showed how their tactics mimicked those of White suburbanites and their resistance to integration, as Asian immigrants rallied around policies that support suburban segregation and inequality and helped to reinforce settled structures of White privilege.

Building diverse leadership in an academic medical center: The ACCLAIM program

As healthcare systems become more complex, medical education needs to adapt in many ways. There is a growing need for more formal leadership learning for healthcare providers, including greater attention to health disparities. An important challenge in addressing health disparities is ensuring inclusive excellence in the leadership of healthcare systems and medical education. Women and those who are underrepresented in medicine (URMs) have historically had fewer opportunities for leadership development and are less likely to hold leadership roles and receive promotions. One successful initiative for improved learning of medical leadership—presented as a case example here—is the Academic Career Leadership Academy in Medicine (ACCLAIM) at the University of North Carolina at Chapel Hill School of Medicine. ACCLAIM is uniquely designed for faculty identified as having emerging leadership potential, with an emphasis on women and URMs. Using a leadership learning system approach, annual cohorts of participants (Scholars) interactively participate in a multi-faceted nine-month long learning experience, including group (e.g., guest-speaker weekly presentations and exercises) and individual learning components (e.g., an individual leadership project). Since its initiation in 2012 and through 2021, 111 Scholars have participated in ACCLAIM; included were 57% women and 27% URMs. Two important outcomes described are: short-term impact as illustrated by consistent improvements in quantitively measured leadership knowledge and capabilities; and long-term leadership growth, whereby half of the ACCLAIM graduates have received academic rank promotions and almost two-thirds have achieved new leadership opportunities, with even higher percentages observed for women and URMs; for example, 87% of URMs were either promoted or achieved new leadership positions. Also consistently noted, through qualitative assessments, are broader healthcare system knowledge and shared tactics for addressing common challenges among Scholars. This case example shows that the promotion of leadership equity may jointly enhance professional development while creating opportunities for systems change within academic medical centers. Such an approach can be a potential model for academic medical institutions and other healthcare schools seeking to promote leadership equity and inclusion.

The 50 Most Cited Papers Pertaining to American Football: Analysis of Studies From the Past 40 Years

Bibliometric citation analyses have been widely used in medicine to help researchers gain foundational knowledge about a topic and identify subtopics of popular interest for further investigations. To identify the 50 most cited research publications related to American football. Cross-sectional study. The Clarivate Analytics Web of Science database was used to generate a list of publications relating to football. Articles were filtered by the total number of citations, and the top 50 most cited articles studying the sport of football were selected for this analysis. Articles were analyzed by author, publication year, country of origin, institution affiliation, journal, article type, main research topic area, competitive level, and the level of evidence. A total of 247 articles were reviewed to reach the top 50 articles. The most studied topic within the top 50 articles was concussion/chronic traumatic encephalopathy (n = 40). Collegiate football was the most studied level of competition (n = 25). The journal publishing the greatest number of top articles was Neurosurgery. Two institutions, the University of North Carolina at Chapel Hill and Boston University School of Medicine, produced over one-third of top 50 articles (n = 18). Our analysis indicated that most of the top 50 publications related to the sport of football focused on concussion and CTE, were observational, and were published during or after 2000. The most studied level of competition was collegiate football.

Editorial introductions.

Current Opinion in Gastroenterology was launched in 1985. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of gastroenterology is divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Section Editors for this issue. SECTION EDITORS Jocelyn A. SilvesterJocelyn A. SilvesterDr Jocelyn A. Silvester, MD PhD, is Assistant Professor of Pediatrics at Harvard Medical School, USA, and Director of Research for the Celiac Disease Program at Children's Hospital (BCH) in Boston, Massachusetts, USA. She also maintains a general pediatrics practice in Northern Manitoba and Nunavut through the Ongomiizwin Health Services JA Hildes Northern Medical Unit. Dr Silvester completed her PhD in Biology at the University of Cambridge in England, UK, where she studied mitochondrial ATP synthase under the supervision of Professor Sir John E. Walker. She earned her medical degree from Dalhousie University in Canada and completed her residency in general pediatrics at the University of Manitoba, Canada. She came to the United States for pediatric gastroenterology fellowship training at Boston Children's Hospital. Dr Silvester is co-Chair of the North American Society of Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) Celiac Disease Special Interest Group and serves on the American Gastroenterological Association Council for section for basic and clinical intestinal disorders. Her research interests include the diagnosis and management of celiac disease with a particular interest in what happens after the diagnosis of celiac disease is made. She is co-Investigator on the Manitoba Celiac Disease Cohort Study, involved in clinical trials for alternative therapies to a gluten-free diet and is leading a consortium of pediatric celiac centers across the United States to develop tools to improve follow-up care. Tilak U. ShahTilak U. ShahDr Shah is an Associate Professor of Medicine at Virginia Commonwealth University (VCU) Health Science Center, USA, as well as Director of Endoscopy and Interventional Endoscopy at the Central Virginia VA Healthcare system in Richmond, VA, USA. He serves as Associate GI Fellowship Program Director at VCU, and is a member of the Development and Therapeutics section of VCU Massey Cancer Center. Dr Shah graduated from the University of North Carolina (UNC) at Chapel Hill, USA, in 1997, and UNC School of Medicine in 2006. He completed internal medicine residency and fellowship training in gastroenterology at Duke University Medical Center, USA. Dr Shah also obtained a master's degree in clinical research from the Duke-NIH Clinical Research Training Program, and underwent formal training in Advanced Endoscopy at Emory University Medical Center, USA. He joined the medical faculty at Virginia Commonwealth University in 2014. Dr Shah has served on American College of Gastroenterology (ACG), American Society of Gastrointestinal Endoscopy (ASGE), and Veterans Administration (VA) Committees. He has served as a reviewer for several journals including American Journal of Gastroenterology, Clinical Gastroenterology and Hepatology, Digestive Diseases and Sciences, World Journal of Gastroenterology, and Cochrane Database of Systematic reviews, and is section editor for Current Opinion in Gastroenterology. Dr Shah's research interests involve endoscopic approaches to diagnose and treat esophageal and colorectal neoplasia, including advanced imaging, artificial intelligence, endoscopic resection, and cryotherapy. Dr Shah is the recipient of research awards from the ASGE and McGuire Research Institute, and is site investigator for VA Co-Operative and Merit studies. He is an author on over 30 original papers, and has authored two board preparation textbooks, “NMS Medicine Casebook,” and “Acing the Pancreaticobiliary Questions on the GI Boards.”

Linking the Humanities With Clinical Reasoning: Proposing an Integrative Conceptual Model for a Graduate Medical Education Humanities Curriculum.

Discussion surrounding the role of the humanities as an important analytic epistemology within medical education is generally less robust than literature supporting its value in building empathy and promoting personal reflection and wellness. As such, the humanities have not been considered to be as relevant when teaching medical reasoning or technical skills. Yet, might the humanities offer value in emboldening the analytic thinking of medical learners? This article proposes an integrative conceptual model that links the thought process defining medicine-clinical reasoning-with humanistic analysis in an effort to advance the argument that the humanities offer a complementary and innovative platform that can be used within traditional medical education. The article then discusses preliminary findings from a pilot curriculum based on this model, implemented during internal medicine morning report at the University of North Carolina at Chapel Hill School of Medicine. Preliminary qualitative analysis of transcripts from the pilot curriculum demonstrates that a thought process analogous to that of clinical reasoning can be identified within guided group analyses of humanities works. Participants simultaneously used thought processes that were analytic and intuitive. The emergence of ambiguity/intuition as a theme in the pilot curriculum suggests the humanities could be a powerful tool for exploring and embracing ambiguity in clinical practice. Through the development of an integrative conceptual model, this article helps to demonstrate more explicitly the theoretical link between the reasoning pathways of the humanities and clinical medicine. Though a refined curriculum and more rigorous analysis are needed before arguing for the incorporation of the humanities into traditional graduate medical education on a larger scale, the preliminary findings here support the feasibility and promise of a curriculum based on the proposed integrative conceptual model.

Improving Outcomes for Women With Heart Disease: Implications for Nurse Practitioners

Each year the first Friday of February is designated National Wear Red Day® by the American Heart Association to raise awareness that cardiovascular disease (CVD) is the number cause of death and disability for women. 1 American Heart AssociationGo Red for Women®: Wear Red and Give. https://www.goredforwomen.org/en/get-involved/give/wear-red-and-giveDate accessed: November 18, 2021 Google Scholar Despite the fact that approximately 335,000 women are hospitalized yearly for acute coronary syndrome, the acute manifestation of coronary artery disease (CAD), 2 Virani S.S. Alonso A. Benjamin E.J. et al. on behalf of the American Heart Association Council on Epidemiology and Prevention Statistics Committee and Stroke Statistics SubcommitteeHeart disease and stroke statistics—2020 update: a report from the American Heart Association. Circulation. 2020; 141: e139-e596https://doi.org/10.1161/CIR.0000000000000757 Crossref PubMed Scopus (2259) Google Scholar the significance of CVD in women is largely underappreciated. Furthermore, care provided for women with CVD continues to be based heavily on men’s experiences because far fewer women have been enrolled in cardiovascular studies to date. 3 Jin X. Chandramouli C. Allocco B. Gong E. Lam C.S.P. Yan L.L. Women’s participation in cardiovascular clinical trials from 2010 to 2017. Circulation. 2020; 141: 540-548https://doi.org/10.1161/CIRCULATIONAHA.119.043594 Crossref PubMed Scopus (47) Google Scholar This partially explains why women with CVD experience worse outcomes compared with men. 2 Virani S.S. Alonso A. Benjamin E.J. et al. on behalf of the American Heart Association Council on Epidemiology and Prevention Statistics Committee and Stroke Statistics SubcommitteeHeart disease and stroke statistics—2020 update: a report from the American Heart Association. Circulation. 2020; 141: e139-e596https://doi.org/10.1161/CIR.0000000000000757 Crossref PubMed Scopus (2259) Google Scholar Leslie L. Davis, PhD, ANP-BC, is an associate professor at the University of North Carolina at Chapel Hill. Dr. Davis teaches research and evidence-based practice and maintains a part-time nurse practitioner position in the Division of Cardiology at the University of North Carolina at Chapel Hill School of Medicine. She can be reached at [email protected] .

Wpływ teorii pestalozziańskich na teorię i praktyki filozofii edukacji Josiah Warrena – geneza systemu

The Influence of Pestalozzian Theories on the Theory and Practice of Josiah Warren's Philosophy of Education – The Genesis of the System Josiah Warren is portrayed as the father of American individualist anarchism and the first American anarchist. This paper investigates his contribution to the development of educational theories and his educational practices, since for Warren, as many anarchists, education is the main path to create a new society. Warren’s educational theories and experiments originated mainly from his stay in New Harmony between 1825 and 1827, where he encountered innovative method of teaching that nurtured children’s independence, invented by Johann Heinrich Pestalozzi. Therefore, the aim of this text is to trace how Warren’s philosophy of education was shaped to become an essential element of his theory of stateless political and legal order and how Warren combined concepts of extreme individualism with his economic theories, such as equitable commerce and cost the limit of price. The knowledge of Warren’s New Harmony experience where he encountered William Maclure and Pestalozzian social reformers will enable the reader to better understand the framework of his own concept of education that he practiced at the Spring Hill School in Ohio.

Editorial introductions.

Current Opinion in Gastroenterology was launched in 1985. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of gastroenterology is divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Section Editors for this issue. SECTION EDITORS Jocelyn A. SilvesterJocelyn A. SilvesterDr Jocelyn A. Silvester, MD PhD, is Assistant Professor of Pediatrics at Harvard Medical School, USA, and Director of Research for the Celiac Disease Program at Children's Hospital (BCH) in Boston, Massachusetts, USA. She also maintains a general pediatrics practice in Northern Manitoba and Nunavut through the Ongomiizwin Health Services JA Hildes Northern Medical Unit. Dr Silvester completed her PhD in Biology at the University of Cambridge in England, UK, where she studied mitochondrial ATP synthase under the supervision of Professor Sir John E. Walker. She earned her medical degree from Dalhousie University in Canada and completed her residency in general pediatrics at the University of Manitoba, Canada. She came to the United States for pediatric gastroenterology fellowship training at Boston Children's Hospital. Dr Silvester is co-Chair of the North American Society of Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) Celiac Disease Special Interest Group and serves on the American Gastroenterological Association Council for section for basic and clinical intestinal disorders. Her research interests include the diagnosis and management of celiac disease with a particular interest in what happens after the diagnosis of celiac disease is made. She is co-Investigator on the Manitoba Celiac Disease Cohort Study, involved in clinical trials for alternative therapies to a gluten-free diet and is leading a consortium of pediatric celiac centers across the United States to develop tools to improve follow-up care. Tilak U. ShahTilak U. ShahDr Shah is an Associate Professor of Medicine at Virginia Commonwealth University (VCU) Health Science Center, USA, as well as Director of Endoscopy and Interventional Endoscopy at the Central Virginia VA Healthcare system in Richmond, VA, USA. He serves as Associate GI Fellowship Program Director at VCU, and is a member of the Development and Therapeutics section of VCU Massey Cancer Center. Dr Shah graduated from the University of North Carolina (UNC) at Chapel Hill, USA, in 1997, and UNC School of Medicine in 2006. He completed internal medicine residency and fellowship training in gastroenterology at Duke University Medical Center, USA. Dr Shah also obtained a master's degree in clinical research from the Duke-NIH Clinical Research Training Program, and underwent formal training in Advanced Endoscopy at Emory University Medical Center, USA. He joined the medical faculty at Virginia Commonwealth University in 2014. Dr Shah has served on American College of Gastroenterology (ACG), American Society of Gastrointestinal Endoscopy (ASGE), and Veterans Administration (VA) Committees. He has served as a reviewer for several journals including American Journal of Gastroenterology, Clinical Gastroenterology and Hepatology, Digestive Diseases and Sciences, World Journal of Gastroenterology, and Cochrane Database of Systematic reviews, and is section editor for Current Opinion in Gastroenterology. Dr Shah's research interests involve endoscopic approaches to diagnose and treat esophageal and colorectal neoplasia, including advanced imaging, artificial intelligence, endoscopic resection, and cryotherapy. Dr Shah is the recipient of research awards from the ASGE and McGuire Research Institute, and is site investigator for VA Co-Operative and Merit studies. He is an author on over 30 original papers, and has authored two board preparation textbooks, “NMS Medicine Casebook,” and “Acing the Pancreaticobiliary Questions on the GI Boards.”

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

Social Work Education in the Shadow of Confederate Statues and the Specter of White Supremacy

Driven by our code of ethics and our call to reckon with our embeddedness within a white supremacist institution in the US South, the UNC-Chapel Hill School of Social Work re-visioned our approach to the MSW curriculum. Using case study methods, we trace our history and on-going work through interviews, document review, and community conversations, centering student voices. Students interviewed spoke about activism prompted by racist events on campus and nationally, and the inadequate response from the administration. Their efforts led to school-wide initiatives including curriculum shifts and accountability and action. The first-year generalist course, Confronting Oppression and Institutional Discrimination was restructured and resituated. Critical Race Theory was infused across the coursework. Two new working groups were created: The Anti-Racism Task Force and Reconciliation Standing Committee. Efforts to address racism and white supremacy in academic spaces require sustained activism to expose how racism is embedded within our institutions. While much work remains in the practice of becoming an antiracist institution, this model can serve as a prototype for others as they work to create programs that are site-specific and universally reflective of the institutional changes we need.

Assessment of a Student-Run Free Gender-Affirming Care Clinic's Transition to Telehealth.

Transgender and Gender-Nonconforming (TGNC) people continue to experience severe health discrimination and limited access to care. Using survey data collected during August-September, 2020, we report on our findings regarding volunteer provider and patient satisfaction with a student-run free gender-affirming care telehealth clinic at the University of North Carolina at Chapel Hill School of Medicine. We find that patients report overall excellent experiences with telehealth care, primarily due to decreased transportation burden, more efficient use of time, and more frequent communication with student volunteer providers. Our findings show that telehealth is a viable option for student-run clinics in the TGNC community.

North Carolina health plan to provide affordable housing to people with SMI

Cardinal Innovations Healthcare, a specialized health plan and care coordinator for Medicaid recipients and the under‐ and uninsured in North Carolina with complex behavioral and special needs, is funding an innovative project to provide permanent, affordable housing for people with serious mental illness (SMI), according to a news release. A public/private partnership between Cross Disability Services Inc. and the University of North Carolina at Chapel Hill School of Social Work will use a $100,000 grant from Cardinal Innovations to develop Tiny Homes Village, whose primary purpose is to offer “well‐designed, affordable, permanent homes to support the health and wellbeing of people with SMI.” According to the grant application, the project will comprise 15 tiny homes, each valued at $50,000 with approximately 350 square feet of living space. The homes will be built in a village with a communal clubhouse, green spaces and ready access to public transportation and a variety of community‐based services. “Tiny Homes Village is an exciting and pioneering effort in support of those with SMI,” said Trey Sutten, Cardinal Innovations CEO. “We are honored to be a partner in helping to realize such an important project with great potential to become a national model.”

An academic–practice partnership during COVID‐19 pandemic: Transitioning from a clinical to virtual fellowship

AimsDiscuss the needed modifications that occurred to the academic–practice oncology partnership during the COVID‐19 pandemic.BackgroundTo meet the workforce needs of nurses who care for adults with cancer, an academic–practice partnership was created in 2016. The University of North Carolina at Chapel Hill School of Nursing, North Carolina Cancer Hospital and UNC Lineberger Comprehensive Cancer Center collaborated to provide structured clinical and didactic practice experiences for undergraduate nursing students interested in oncology nursing. With COVID‐19, nursing students were not permitted to be in the clinical setting.DesignDiscursive paper.MethodAn innovative and collaborative partnership created reflective and interactive activities. The majority of the learning activities were created at the revised Bloom's taxonomy level of application or higher, with some encompassing multiple levels. Students engaged in a variety of meaningful experiences requiring multiple learning processes that promoted professional development in the interpersonal and critical thinking domains.ConclusionsDespite the challenges of COVID‐19, the delivery of oncology nurse fellowship was successful because of innovative virtual strategies.Relevance to Clinical PracticeOur academic–practice partnership allowed the nursing students to develop their interpersonal and critical thinking skills without entering the clinical site. This is an approach encouraged by the authors for other schools of nursing.This manuscript is submitted as a Special Issue Discursive Article, and thus, the authors declare that an EQUATOR Checklist has not been used.

Roger Allum Hobdell

Roger Allum Hobdell grew up in north London and with his twin brother attended Mill Hill School. He then enrolled at the London Hospital, where he studied medicine; his twin,...

Developing independent learners

Box Hill School is an independent school in Surrey, England. In 2008 the English curriculum was abandonedin favour of the International Baccalaureate Diploma (IBD). A library is a statutory requirement of theInternational Baccalaureate Organisation (IBO) endorsement who also recommend this be managed by aqualified teacher-librarian. In May 2008, I was employed to create a library and develop independentlearning throughout the school. This paper considers the rationale behind the physical design. It outlines theimplementation of independent learning in an international school community where no infrastructure topromote this style of teaching and learning previously existed.

Implicit Gender Bias in Third-Year Surgery Clerkship MSPE Narratives

To assess implicit gender bias in surgery clerkship evaluations of third-year medical students at a large, academic hospital in the Southeast. University of North Carolina at Chapel Hill School of Medicine has multiple branch campuses where students can complete their surgical clerkship including 1 large academic center, 1 hybrid academic and community-based practice, and 3 community-based hospitals. All residents and faculty evaluations of medical students who completed the surgery clerkship from March 1, 2018 to February 28, 2019 were analyzed. Evaluations were anonymized and names and pronouns were removed to mitigate evaluator bias. A word dictionary was created guided by previous literature and categorized descriptive adjectives into 4 categories: ability, grindstone, standout, and personality traits. Adjectives used to describe students, and references to the student using gendered pronouns or gender-fair language were coded and quantified as percentage of total evaluation word content. These percentages were compared between male and female students. A subsequent analysis was completed to assess the effects of gendered pronouns on linguistic patterns. A total of 583 evaluations from the surgery clerkship were available for 183 students (51.9% female, 48.1% male). When gender-fair language was used, there was no difference in the adjectives used to describe female and male students. Male evaluators were more likely to use female gendered pronouns compared to male gendered pronouns (3.1% vs 2.3%, p = 0.028). When gendered pronouns were present, evaluations of female students were more likely to contain grindstone adjectives but less likely to contain standout terms compared to evaluations of male students (4.4% vs 2.8%, p = 0.006; 0.6% vs 1.3%, p = 0.006). For students who have completed their surgical clerkship, the language patterns in evaluations differ between female students and male students. When the female pronoun was used, narratives contained more grindstone adjectives and fewer standout adjectives. Our results are consistent with previous literature and may be a manifestation of "othering" or a compensatory means of describing female students. This is potential manifestation of implicit gender bias.