faculty and patients, which directly affect the future faces of the field and thus warrant a thorough discussion of complications and potential solutions.Faculty gender bias toward women trainees is well documented (eg, by differences in autonomy allowed and evaluations among genders), 1 resulting in a possible effect on surgical trainees' perceived opportunities and long-term retention. 2 Women with intersectional identities (eg, women who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual; disabled; or of color) often experience higher levels of gender bias. However, addressing any form of bias is challenging, especially given the power differential between faculty and trainees, who depend on faculty relationships for their workplace conditions and future trajectories. 3 Organized strategies must be implemented at an organizational level to assure that women trainees have every opportunity to thrive in their chosen specialty. Solutions should include implementing a transparent reporting and subsequent remediation protocol, 3 introduced during regular, departmentwide implicit bias training. 1 In addition, departments should designate an external, objective ally to whom trainees can confidentially report their experiences. 3 Patients' gender biases 1,4 should also be addressed. A lack of clear reporting regulations and patient policies may disproportionately affect the trainee's experience, which is already complicated by the trainee's fears of poor evaluations and differences in trainee hospital jurisdiction. Trainees should be coached in appropriate responses to patient biases and have access to an effective reporting mechanism. The faculty must set appropriate trainee limits with patients exhibiting biases and communicate clear expectations to them. Institutional support is critical (eg, providing faculty training, creating and enforcing policies that target patient conduct). 4 We applaud Heisler et al 1 and encourage reducing gender bias from the training experience. A safe learning environment is critical for trainees to achieve their fullest potential without the burdens of biases and unfair expectations. The faculty are key players and should work with their institutions to create an ecosystem that supports all trainees. Although changing curricula and raising awareness for gender biases are steps in the right direction, institutions must functionally stand behind their trainees with procedures to dispel gender biases. Women attendees and trainees must both be part of the planning and implementation process. The time is now to end the gender bias against women in the women-dominant field that cares for women.