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Phyllis L. Carr - One of the best experts on this subject based on the ideXlab platform.
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effects of sexual harassment on advancement of women in Academic Medicine a multi institutional longitudinal study
EClinicalMedicine, 2020Co-Authors: Anita Raj, Jennifer M Mcdonald, Karen M Freund, Phyllis L. CarrAbstract:Abstract Background Sexual harassment of women in Academic Medicine may impede advancement and productivity. This study analyzes the longitudinal effects of sexual harassment on Academic advancement and productivity among women. Methods We undertook a longitudinal analysis to predict effects of sexual harassment reported in 1995 on career outcomes measured in 2012–13, among a sample of women in Academic Medicine (N = 1273) recruited from 24 U.S. medical schools. Measures included survey data from 1995 on sexual harassment (predictor), and 2012–2013 data on retention in Academic Medicine, rank, leadership positions, and refereed publications (outcomes), captured from surveys and public records. We used multivariable models to test effects of sexual harassment on study outcomes, adjusting for socio-demographics, employment-related variables, and gender discrimination. Findings In 1995, 54% of women reported any workplace sexual harassment, and 32% of women reported severe harassment (e.g., threats or coercive sexual advances) in the workplace. Multivariable regression models showed no significant effects of sexual harassment. However, severe sexual harassment was associated with higher odds of attaining full professorship by 2012–2013 (AOR: 1·70; 95% CI 1·03, 2·80; p = 0·04). Interpretation Contrary to our hypothesis, women reporting severe workplace harassment in 1995 were more rather than less likely to advance to full professor. Women seeking advancement may be more vulnerable to sexual harassment in Academic Medicine vis a vis greater exposure to those who abuse their position of authority. Funding NIvH R01GM088470; Doris Duke Foundation 2016D007145; BMGF OPP1163682
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gender differences in Academic Medicine retention rank and leadership comparisons from the national faculty survey
Academic Medicine, 2018Co-Authors: Phyllis L. Carr, Anita Raj, Samantha E Kaplan, Norma Terrin, Janis L Breeze, Karen M FreundAbstract:PurposePrior studies have found that women in Academic Medicine do not advance or remain in their careers in parity with men. The authors examined a cohort of faculty from the 1995 National Faculty Survey to identify predictors of advancement, retention, and leadership for women faculty.MethodThe au
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recruitment promotion and retention of women in Academic Medicine how institutions are addressing gender disparities
Womens Health Issues, 2017Co-Authors: Phyllis L. Carr, Anita Raj, Christine M Gunn, Samantha E Kaplan, Karen M FreundAbstract:Abstract Objective Greater numbers of women in Medicine have not resulted in more women achieving senior positions. Programs supporting the recruitment, promotion, and retention of women in Academic Medicine could help to achieve greater advancement of more women to leadership positions. Qualitative research was conducted to understand such programs at 23 institutions and, using the social ecological model, examine how they operate at the individual, interpersonal, institutional, Academic community, and policy levels. Methods Telephone interviews were conducted with faculty representatives ( n = 44) of the Group on Women in Medicine and Science, Diversity and Inclusion, or senior leaders with knowledge on gender climate in 24 medical schools. Four trained interviewers conducted semistructured interviews that addressed faculty perceptions of gender equity and advancement, which were audiotaped and transcribed. The data were categorized into three content areas—recruitment, promotion, and retention—and coded a priori for each area based on their social ecological level of operation. Findings Participants from nearly 40% of the institutions reported no special programs for recruiting, promoting, or retaining women, largely describing such programming as unnecessary. Existing programs primarily targeted the individual and interpersonal levels simultaneously, via training, mentoring, and networking, or the institutional level, via search committee trainings, child and elder care, and spousal hiring programs. Lesser effort at the Academic community and policy levels were described. Conclusions Our findings demonstrate that many U.S. medical schools have no programs supporting gender equity among medical faculty. Existing programs primarily target the individual or interpersonal level of the social ecological interaction. The Academic community and broader policy environment require greater focus as levels with little attention to advancing women's careers. Universal multilevel efforts are needed to more effectively advance the careers of medical women faculty and support gender equity.
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an integrated framework for gender equity in Academic Medicine
Academic Medicine, 2016Co-Authors: Alyssa Friede Westring, Phyllis L. Carr, Jennifer M Mcdonald, Jeane Ann GrissoAbstract:In 2008, the National Institutes of Health funded 14 R01 grants to study causal factors that promote and support women's biomedical careers. The Research Partnership on Women in Biomedical Careers, a multi-institutional collaboration of the investigators, is one product of this initiative.A comprehensive framework is needed to address change at many levels-department, institution, Academic community, and beyond-and enable gender equity in the development of successful biomedical careers. The authors suggest four distinct but interrelated aspects of culture conducive to gender equity: equal access to resources and opportunities, minimizing unconscious gender bias, enhancing work-life balance, and leadership engagement. They review the collection of eight articles in this issue, which each address one or more of the four dimensions of culture. The articles suggest that improving mentor-mentee fit, coaching grant reviewers on unconscious bias, and providing equal compensation and adequate resources for career development will contribute positively to gender equity in Academic Medicine.Academic Medicine must adopt an integrated perspective on culture for women and acknowledge the multiple facets essential to gender equity. To effect change, culture must be addressed both within and beyond Academic health centers (AHCs). Leaders within AHCs must examine their institutions' processes, resources, and assessment for fairness and transparency; mobilize personnel and financial resources to implement evidence-based initiatives; and assign accountability for providing transparent progress assessments. Beyond AHCs, organizations must examine their operations and implement change to ensure parity of funding, research, and leadership opportunities as well as transparency of assessment and accreditation.
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inadequate progress for women in Academic Medicine findings from the national faculty study
Journal of Womens Health, 2015Co-Authors: Phyllis L. Carr, Anita Raj, Christine M Gunn, Samantha A Kaplan, Karen M FreundAbstract:Abstract Background: Women have entered Academic Medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in Academic Medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes wer...
Linda H. Pololi - One of the best experts on this subject based on the ideXlab platform.
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why do women choose or reject careers in Academic Medicine a narrative review of empirical evidence
The Lancet, 2016Co-Authors: Laurel D Edmunds, Linda H. Pololi, Pavel V Ovseiko, Sasha Shepperd, Trisha Greenhalgh, Peggy Frith, Nia Roberts, Alastair M BuchanAbstract:Summary Women are under-represented in Academic Medicine. We reviewed the empirical evidence focusing on the reasons for women's choice or rejection of careers in Academic Medicine. Using a systematic search, we identified 52 studies published between 1985, and 2015. More than half had methodological limitations and most were from North America. Eight main themes were explored in these studies. There was consistent evidence for four of these themes: women are interested in teaching more than in research; participation in research can encourage women into Academic Medicine; women lack adequate mentors and role models; and women experience gender discrimination and bias. The evidence was conflicting on four themes: women are less interested in research than men; women lose commitment to research as their education and training progress; women are deterred from Academic careers by financial considerations; and women are deterred by concerns about work–life balance. Inconsistency of findings across studies suggests significant opportunities to overcome barriers by providing a more enabling environment. We identified substantial gaps in the scientific literature that could form the focus of future research, including shifting the focus from individuals' career choices to the societal and organisational contexts and cultures within which those choices are made; extending the evidence base to include a wider range of countries and settings; and testing the efficacy of interventions.
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addressing disparities in Academic Medicine what of the minority tax
BMC Medical Education, 2015Co-Authors: Jose E Rodriguez, Kendall M Campbell, Linda H. PololiAbstract:The proportion of black, Latino, and Native American faculty in U.S. Academic medical centers has remained almost unchanged over the last 20 years. Some authors credit the "minority tax"—the burden of extra responsibilities placed on minority faculty in the name of diversity. This tax is in reality very complex, and a major source of inequity in Academic Medicine. The “minority tax” is better described as an Underrepresented Minority in Medicine (URMM) faculty responsibility disparity. This disparity is evident in many areas: diversity efforts, racism, isolation, mentorship, clinical responsibilities, and promotion. The authors examine the components of the URMM responsibility disparity and use information from the medical literature and from human resources to suggest practical steps that can be taken by Academic leaders and policymakers to move toward establishing faculty equity and thus increase the numbers of black, Latino, and Native American faculty in Academic Medicine.
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changing the culture of Academic Medicine the c change learning action network and its impact at participating medical schools
Academic Medicine, 2013Co-Authors: Edward Krupat, Linda H. Pololi, Eugene R. Schnell, David E. KernAbstract:Abstract The culture of Academic Medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006–2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of Academic Medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.
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experiencing the culture of Academic Medicine gender matters a national study
Journal of General Internal Medicine, 2013Co-Authors: Linda H. Pololi, Janet T Civian, Robert T Brennan, Andrea L Dottolo, Edward KrupatAbstract:BACKGROUND Energized and productive faculty are critical to Academic Medicine, yet studies indicate a lack of advancement and senior roles for women.
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why are a quarter of faculty considering leaving Academic Medicine a study of their perceptions of institutional culture and intentions to leave at 26 representative u s medical schools
Academic Medicine, 2012Co-Authors: Linda H. Pololi, Edward Krupat, Janet T Civian, Arlene S Ash, Robert T BrennanAbstract:PurposeVital, productive faculty are critical to Academic Medicine, yet studies indicate high dissatisfaction and attrition. The authors sought to identify key personal and cultural factors associated with intentions to leave one’s institution and/or Academic Medicine.MethodFrom 2007 through early 2
Karen M Freund - One of the best experts on this subject based on the ideXlab platform.
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effects of sexual harassment on advancement of women in Academic Medicine a multi institutional longitudinal study
EClinicalMedicine, 2020Co-Authors: Anita Raj, Jennifer M Mcdonald, Karen M Freund, Phyllis L. CarrAbstract:Abstract Background Sexual harassment of women in Academic Medicine may impede advancement and productivity. This study analyzes the longitudinal effects of sexual harassment on Academic advancement and productivity among women. Methods We undertook a longitudinal analysis to predict effects of sexual harassment reported in 1995 on career outcomes measured in 2012–13, among a sample of women in Academic Medicine (N = 1273) recruited from 24 U.S. medical schools. Measures included survey data from 1995 on sexual harassment (predictor), and 2012–2013 data on retention in Academic Medicine, rank, leadership positions, and refereed publications (outcomes), captured from surveys and public records. We used multivariable models to test effects of sexual harassment on study outcomes, adjusting for socio-demographics, employment-related variables, and gender discrimination. Findings In 1995, 54% of women reported any workplace sexual harassment, and 32% of women reported severe harassment (e.g., threats or coercive sexual advances) in the workplace. Multivariable regression models showed no significant effects of sexual harassment. However, severe sexual harassment was associated with higher odds of attaining full professorship by 2012–2013 (AOR: 1·70; 95% CI 1·03, 2·80; p = 0·04). Interpretation Contrary to our hypothesis, women reporting severe workplace harassment in 1995 were more rather than less likely to advance to full professor. Women seeking advancement may be more vulnerable to sexual harassment in Academic Medicine vis a vis greater exposure to those who abuse their position of authority. Funding NIvH R01GM088470; Doris Duke Foundation 2016D007145; BMGF OPP1163682
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gender differences in Academic Medicine retention rank and leadership comparisons from the national faculty survey
Academic Medicine, 2018Co-Authors: Phyllis L. Carr, Anita Raj, Samantha E Kaplan, Norma Terrin, Janis L Breeze, Karen M FreundAbstract:PurposePrior studies have found that women in Academic Medicine do not advance or remain in their careers in parity with men. The authors examined a cohort of faculty from the 1995 National Faculty Survey to identify predictors of advancement, retention, and leadership for women faculty.MethodThe au
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recruitment promotion and retention of women in Academic Medicine how institutions are addressing gender disparities
Womens Health Issues, 2017Co-Authors: Phyllis L. Carr, Anita Raj, Christine M Gunn, Samantha E Kaplan, Karen M FreundAbstract:Abstract Objective Greater numbers of women in Medicine have not resulted in more women achieving senior positions. Programs supporting the recruitment, promotion, and retention of women in Academic Medicine could help to achieve greater advancement of more women to leadership positions. Qualitative research was conducted to understand such programs at 23 institutions and, using the social ecological model, examine how they operate at the individual, interpersonal, institutional, Academic community, and policy levels. Methods Telephone interviews were conducted with faculty representatives ( n = 44) of the Group on Women in Medicine and Science, Diversity and Inclusion, or senior leaders with knowledge on gender climate in 24 medical schools. Four trained interviewers conducted semistructured interviews that addressed faculty perceptions of gender equity and advancement, which were audiotaped and transcribed. The data were categorized into three content areas—recruitment, promotion, and retention—and coded a priori for each area based on their social ecological level of operation. Findings Participants from nearly 40% of the institutions reported no special programs for recruiting, promoting, or retaining women, largely describing such programming as unnecessary. Existing programs primarily targeted the individual and interpersonal levels simultaneously, via training, mentoring, and networking, or the institutional level, via search committee trainings, child and elder care, and spousal hiring programs. Lesser effort at the Academic community and policy levels were described. Conclusions Our findings demonstrate that many U.S. medical schools have no programs supporting gender equity among medical faculty. Existing programs primarily target the individual or interpersonal level of the social ecological interaction. The Academic community and broader policy environment require greater focus as levels with little attention to advancing women's careers. Universal multilevel efforts are needed to more effectively advance the careers of medical women faculty and support gender equity.
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inadequate progress for women in Academic Medicine findings from the national faculty study
Journal of Womens Health, 2015Co-Authors: Phyllis L. Carr, Anita Raj, Christine M Gunn, Samantha A Kaplan, Karen M FreundAbstract:Abstract Background: Women have entered Academic Medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in Academic Medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes wer...
Hannah A Valantine - One of the best experts on this subject based on the ideXlab platform.
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where are we in bridging the gender leadership gap in Academic Medicine
Academic Medicine, 2020Co-Authors: Hannah A ValantineAbstract:In nearly all walks of life, leadership sets the tone for what gets done, who does it, and how it is achieved. In 2020, the top ranks of Academic Medicine have not yet attained gender parity-an aspirational goal set 7 years ago in this journal as "50:50 by 2020," and a vital aim for the United States' productivity and innovation as a leader in biomedical research. Parity in Academic leadership for women and other groups underrepresented in science and Medicine will seed the culture change necessary for inclusive excellence: environments in which individuals from all backgrounds thrive in their pursuit of new knowledge to benefit human health.In this Invited Commentary, the author describes the National Institutes of Health's (NIH's) current system-wide framework and tools for creating cultures of inclusive excellence through a set of guiding principles and integrated strategies. Successful efforts will recognize that individually focused solutions are necessary but not sufficient for institutional culture change. In keeping with a systems approach are implementing accountability and transparency; establishing clear metrics of inclusion, diversity, and equity; tracking and evaluating such metrics; as well as tying these metrics to institutional reward systems. These essential steps to institutional culture transformation require strong partnerships between NIH and the Academic community. The author argues that with committed vision, focus, and energy, success is attainable, and soon.
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the gender gap in Academic Medicine comparing results from a multifaceted intervention for stanford faculty to peer and national cohorts
Academic Medicine, 2014Co-Authors: Hannah A Valantine, Daisy Grewal, Julie Moseley, Meichiung Shih, David K Stevenson, Philip A PizzoAbstract:Purpose To assess whether the proportion of women faculty, especially at the full professor rank, increased from 2004 to 2010 at Stanford University School of Medicine after a multifaceted intervention. Method The authors surveyed gender composition and faculty satisfaction five to seven years after initiating a multifaceted intervention to expand recruitment and development of women faculty. The authors assessed pre/post relative change and rates of increase in women faculty at each rank, and faculty satisfaction; and differences in pre/post change and estimated rate of increase between Stanford and comparator cohorts (nationally and at peer institutions). Results Post intervention, women faculty increased by 74% (234 to 408), with assistant, associate, and full professors increasing by 66% (108 to 179), 87% (74 to 138), and 75% (52 to 91), respectively. Nationally and at peer institutions, women faculty increased by about 30% (30,230 to 39,200 and 4,370 to 5,754, respectively), with lower percentages at each rank compared with Stanford. Estimated difference (95% CI) in annual rate of increase was larger for Stanford versus the national cohort: combined ranks 0.36 (0.17 to 0.56), P = .001; full professor 0.40 (0.18 to 0.62), P = .001; and versus the peer cohort: combined ranks 0.29 (0.07 to 0.51), P = .02; full professor 0.37 (0.14 to 0.60), P = .003. Stanford women faculty satisfaction increased from 48% (2003) to 71% (2008). Conclusions Increased satisfaction and proportion of women faculty, especially full professors, suggest that the intervention may ameliorate the gender gap in Academic Medicine.
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changing the culture of Academic Medicine to eliminate the gender leadership gap 50 50 by 2020
Academic Medicine, 2013Co-Authors: Hannah A Valantine, Christy SandborgAbstract:Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect perpetuates the gender leadership gap. The dearth of women at the highest ranks of Academic Medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for Academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of Academic Medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. This framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the Academic Medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020.
Vivian Reznik - One of the best experts on this subject based on the ideXlab platform.
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measuring faculty retention and success in Academic Medicine
Academic Medicine, 2012Co-Authors: Andrew L Ries, Deborah L. Wingard, Anthony Gamst, Catherine Larsen, Elizabeth Farrell, Vivian ReznikAbstract:PurposeTo develop and demonstrate the usefulness of quantitative methods for assessing retention and Academic success of junior faculty in Academic Medicine.MethodThe authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and acade
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facilitating faculty success outcomes and cost benefit of the ucsd national center of leadership in Academic Medicine
Academic Medicine, 2004Co-Authors: Deborah L. Wingard, Karen Garman, Vivian ReznikAbstract:AbstractProblem and Background.In 1998, the University of California San Diego (UCSD) was selected as one of four National Centers of Leadership in Academic Medicine (NCLAM) to develop a structured mentoring program for junior faculty.Method.Participants were surveyed at the beginning and end of the
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innovative mentoring programs to promote gender equity in Academic Medicine
Academic Medicine, 2001Co-Authors: Saralyn Mark, Linda H. Pololi, Page S Morahan, Vivian Reznik, Heather Link, Susanne TropezsimsAbstract:ABSTRACT The authors describe the history, characteristics, and goals of four innovative programs, each in a medical school, that were established in 1998 to help faculty members of both sexes obtain mentors and thereby facilitate their career advancement. The programs were established as the result of an initiative by the Office on Women's Health (OWH) within the U.S. Department of Health and Human Services. Specifically, the OWH convened the National Task Force on Mentoring for Health Professionals, which determined that two principles are paramount to the success of any mentoring relationship or program: institutional commitment and institutional rewards and recognition to mentors. In accordance with the task force findings, the OWH created the National Centers of Leadership in Academic Medicine, one at each of four medical schools: MCP Hahnemann School of Medicine; the University of California, San Diego, School of Medicine; East Carolina University School of Medicine; and Meharry Medical College School of Medicine. The authors give highlights of each program's goals and progress, and note that, ideally, these programs will eventually serve as models for similar programs at other schools. Programs such as these foster the advancement of a diverse faculty, a more supportive Academic environemnt, and the education of providers who are sensitive to the needs of all their patients, staff, and colleagues.
