Overcoming barriers to promotion for women and underrepresented in medicine faculty in academic emergency medicine

Abstract

Equity in the promotion of women and underrepresented minorities (URiM) is essential for the advancement of academic emergency medicine and the specialty as a whole. Forward-thinking healthcare organizations can best position themselves to optimally care for an increasingly diverse patient population and mentor trainees by championing increased diversity in senior faculty ranks, leadership, and governance roles. This article explores several potential solutions to addressing inequities that hinder the advancement of women and URiM faculty. It is intended to complement the recently approved American College of Emergency Physicians (ACEP) policy statement

Emergency medicine in Switzerland: an analysis of physician workforce, gender equality and academics

“…However, Wiler et al found that women worked more clinical hours and were paid less when holding leadership roles in academic emergency medicine compared with men [15]. Proposed strategies to increase diversity in healthcare and academic leadership in emergency medicine include early career planning with senior faculty members, establishing and continuously expanding a mentorship network as well as overcoming misalignments of one's own experiences and goals and the priorities of the working institution [16]. One more crucial goal is to create leadership and development opportunities by diverse, inclusive and trained search committees [16].…”

Building a RAFFT: Impact of a professional development program for women faculty and residents in emergency medicine

“…Sessions were held on a monthly basis alternating days and evenings to facilitate attendance. This provided women faculty a much‐desired forum to mentor residents with advanced planning and adhering to best practices, 35 , 36 as participants had previously found informal and impromptu opportunities (e.g., month‐of scheduling or postshift social events) more difficult to incorporate with coordination of competing work and nonwork demands.…”

Diversity, equity, inclusion, justice—Are we accountable?

“…This included leadership commitment; expanding recruitment; and supporting the representation and retention of underrepresented students, faculty, and trainees. Recommendations on how to improve were cited 13 . That was 20 years ago and while we have made progress the fight is not over.…”

“…Then it appears that she is blind to oppression Recommendations on how to improve were cited. 13 That was 20 years ago and while we have made progress the fight is not over.…”