Abstract Background There have been many efforts to increase the number of women surgeons. We provide an update of women surgeon representation along the pathway to surgical academia. Methods Data ...was extracted from Association of American Medical Colleges FACTS and Faculty Administrative Management Online User System as well as GME annual reports starting in 1994 until the last year available for each. Results The proportion of graduating women medical students has increased on average .5% per year from 1994 to 2014. Women general surgery trainees have more than doubled in number over the same period but represented 38.3% of all general surgery trainees in 2014. Women Full Professors increased on average .3% from 1994 to 2015 but still make up less than 10% of all Full Professors. Conclusions Despite improvements over the past 20 years, there are still large gender gaps in surgery for trainees and academic leadership. At the current rate of increase, women Full Professors will not achieve gender parity until in 2136.
Over the past 25 years, the number of women graduating from medical schools in the United States and Canada has increased dramatically to the point where roughly equal numbers of men and women are ...graduating each year. Despite this growth, women continue to face challenges in moving into academic leadership positions. In this Commentary, the authors share lessons learned from their own careers relevant to women’s careers in academic medicine, including aspects of leadership, recruitment, editorship, promotion, and work–life balance. They provide brief synopses of current literature on the personal and social forces that affect women’s participation in academic leadership roles. They are persuaded that a deeper understanding of these realities can help create an environment in academic medicine that is generally more supportive of women’s participation, and that specifically encourages women in medicine to take on academic leadership positions.
This Viewpoint discusses ways the coronavirus pandemic is forcing change onto graduate medical education, including online implementation of preclerkship curricula and alternatives to in-person ...patient experiences in clinical clerkship rotations.
Background: Flipped classroom technique (FCR) is a pedagogical approach where students watch pre-recorded video lectures or read educational materials before coming to class. During class, students ...engage in activities, discussions, and problem-solving exercises related to the pre-recorded content, with the teacher acting as a facilitator and guide. The key to the effective utilization of this instructional method is that both the teachers and the students understand its educational philosophy and technique. This study aims at exploring the faculty’s understanding and perceptions regarding flipping the classroom.
Method: A Cross-sectional Descriptive study was carried out at Bahria university medical and dental college (BUMDC), Karachi, Pakistan from January to June 2020, after approval from the institutional ethical review committee. Data was collected through a self-designed questionnaire after obtaining verbal consent from 197 faculty members through non-probability purposive sampling. Data were analyzed by version 23.0 of Statistical Package for Social Sciences (SPSS). The mean scores of these identified factors were compared between genders, departments, designations, and teaching experience using an independent sample t-test and one-way ANOVA. P-values less than 0.05 were considered statistically significant.
Results: The results revealed that more than half of the studied participants had a moderate perception regarding Flipped Classroom and more than one-third of those who were female (67.5%), had a highly positive perception (<0.01). According to designation and teaching experience, mean scores were higher for senior faculty as compared to junior faculty (p=0.02).
Conclusions: Contrary to popular belief, senior faculty also perceives this new technique as being beneficial for their teaching. This opportunity should be utilized to train the faculty in conducting flipped classrooms in order to optimize its benefits.
Because plastic surgery trainees generally spend the majority of their training in academic centers and may have minimal exposure to other practice models, it can be difficult to decide which is the ...best route to achieve satisfaction and success. Surgeons need to be aware of benefits and challenges associated with different practice models and with workplace factors in general that contribute to happiness at work. This article reviews common practice models and provide specific and practical advice for the female surgeon.
Faculty promotion is important for retention and has implications for diversity. This study provides an update on recent trends in faculty promotion in U.S. medical schools.
Using data from the ...Association of American Medical Colleges Faculty Roster, the authors examined trends in faculty promotion over 10 years. Promotion status for full-time assistant and full-time associate professors who started between 2000 and 2009 inclusive was followed from January 1, 2010 to January 1, 2019. The authors used bivariate analyses to assess associations and promotion rates by sex, race/ethnicity, department, tenure status, and degree type.
The promotion rate for assistant professors was 44.3% (2,330/5,263) in basic science departments, 37.1% (17,232/46,473) in clinical science departments, and 33.6% (131/390) in other departments. Among clinical departments, family medicine had the lowest rate of promoting assistant professors (24.4%; 484/1,982) and otolaryngology the highest rate (51.2%; 282/551). Faculty members who were male (38.9%; 11,687/30,017), White (40.0%; 12,635/31,596), tenured (58.7%; 98/167) or tenure-eligible (55.6%; 6,653/11,976), and holding MDs/PhDs (48.7%; 1,968/4,038) had higher promotion rates than, respectively, faculty who were female (36.3%; 7,975/21,998), minorities underrepresented in medicine (URM; 31.0%; 1,716/5,539), nontenured (32.5%; 12,174/37,433), and holding other/unknown degrees (20.6%; 195/948; all P < .001). These differences were less pronounced among associate professors; however, URM and nontenured faculty continued to have lower promotion rates compared with White, Asian, or tenured faculty at the associate professor level.
Promotion rates varied not only by faculty rank but also by faculty sex, race/ethnicity, department, tenure status, and degree type. The differences were more pronounced for assistant professors than associate professors. URM faculty members, particularly assistant professors, were promoted at lower rates than their White and Asian peers. More research to understand the drivers of disparities in faculty promotion seems warranted.
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