S2965 Not Just Lip Service: A Peer-Led Initiative That Moves the Needle on Gender Equity in GI

Introduction: Despite increased representation of women in gastroenterology, gender-based microaggressions persist and contribute to burnout, decreased confidence, and career attrition. Women in gastroenterology continue to report limited access to mentorship, procedural training, and leadership roles. Developed through the ACG Summer Scholars Program, this study hypothesizes that participation in a peer-centered workshop on microaggressions will lead to measurable improvements in attendees’ awareness of bias, perceived ability to address microaggressions, and sense of professional empowerment. Peer-centered education may be a valuable tool to enhance awareness, solidarity, and skills to navigate these challenges. Methods: A 28-item anonymous pre- and post-survey was administered to 47 registered attendees of an in-person 2024 peer-centered workshop on microaggressions. The survey assessed experiences with bias, comfort addressing it, perceived institutional support, and changes in awareness and preparedness. Quantitative data were analyzed descriptively; open-ended responses were reviewed for themes. Results: Twenty-three participants, ranging from trainees to senior faculty, completed the survey. Pre-workshop: 100% had experienced and 96% had witnessed microaggressions. Only 47.8% felt moderately to extremely comfortable addressing them. Fifty-nine percent reported inadequate institutional gender equity efforts. Post-workshop: Eighty-seven percent reported increased familiarity with microaggressions; 100% felt more aware of when they occur; 95.6% felt moderately to extremely comfortable responding, and 91.3% felt better prepared to intervene. Eighty-two percent planned to implement strategies such as seeking clarification (70%), reframing (57%), and addressing bias in evaluations (74%). The workshop was rated very or extremely effective by 87%, with peer dialogue, real-life examples, and actionable tools cited as key to its success. Conclusion: Peer-centered workshops can increase recognition of gender-based microaggressions and show that strategies to address bias can be taught and learned. Such programming fosters awareness, shared understanding, and empowerment—offering a meaningful complement to institutional efforts. Incorporating microaggression-focused education into professional development may improve job satisfaction, reduce attrition, and support URM advancement. Future directions include expanding workshops to more diverse audiences—including men—to explore allyship and broader impacts on inclusion and equity.