Gender and international clinician educators

Abstract

Objectives To describe gender differences of international clinician educators (CEs) and leaders, and CEs’ perceptions by gender of preparation, roles, rewards and factors affecting job satisfaction and retention in emerging international competency-based residency programmes. Methods Cross-sectional surveys of CEs and leadership were conductedJune 2013–June 2014 at institutions that had adopted competency-based graduate medical education and were accredited by the Accreditation Council for Graduate Medical Education-International. Results 274 (76.3%) of 359 eligible participants responded; 69 (25.2%) were female. Two (18%) of 11 chief executive officers and 1 (9%) of 11 chief medical officers were women. Female CEs were younger, more likely to be single and childless. They were less likely to hold academic appointments, despite no gender differences in length of time at current institution or in current position. A greater proportion of female CEs felt they were ‘never’ rewarded by academic promotion. Satisfaction rates were similar between the genders. Single female CEs were five times as likely to report being ‘extremely likely’ to stay in the country. Female CEs with children <21 were less likely to report high likelihood of staying in academia. Marital status and children were not associated with outcomes for male CEs. Conclusions In the international academic medicine programmes studied, there were fewer female CEs in the pipeline and they perceived a gender gap in appointment and advancement. Stakeholders at international programmes need to develop contextualised strategies to expand entry and decrease attrition of women into CE tracks, and promote gender equity.

Should I stay or should I go now? The impact of “pull” factors on physician decisions to remain in a destination country

“…Studies suggest that physicians view teaching as intellectually stimulating, leading to increased job satisfaction . Further, structured residency training programs can provide physicians with educational leadership opportunities . However, given the long duration of medical training, many years to decades are needed for an expansion in undergraduate and postgraduate training capacity to have any considerable impact on the numbers of practicing physicians.…”

Women’s leadership in academic medicine: a systematic review of extent, condition and interventions

“…No studies beyond those identified were revealed by the 17 contacted scholars. Original data were available for 40 studies, described in 42 articles5 15 52–91 (see online supplementary material 1 for an overview of included studies).…”

“…The majority of studies (n=35) were conducted in the USA, six included Canadian respondents,61 76 information on Canadian programmes,60 77 79 or schools’ leadership,55 one study was conducted across three countries (UAE, Qatar and Singapore),87 one study was conducted across three European countries (Sweden, the Netherlands and Austria),70 one study was conducted across four European countries (Germany, Sweden, Austria and the UK),71 one study in Norway72 and one study in Croatia 80. The earliest study was conducted in 1999,72 and more than 50% of the studies were published in the past 5 years alone.…”

Roles, Responsibilities, and Needs of Institutional GME Leaders: A Multinational Characterization of Designated Institutional Officials

“…7 Although most studies focus on Western contexts, international studies confirm gender disparities in the recruitment, retention, and advancement of women, with significant underrepresentation in academic leadership positions. 7,8 The promotion of women faculty to this educational leadership role is a step toward gender diversity, equity, and inclusivity in academic medicine in the Middle East. The majority of DIOs in this study held leadership and education roles prior to assuming the DIO position and felt well prepared for their GME leadership responsibilities.…”