Pregnancy and Parental Leave During Graduate Medical Education

Blair, Janis E.; Mayer, Anita P.; Caubet, Suzanne L.; Norby, Suzanne M.; O’Connor, Mary I.; Hayes, Sharonne N.

doi:10.1097/acm.0000000000001006

Cited by 85 publications

(71 citation statements)

References 34 publications

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“…3 Approximately 40% of GME respondents to a 2013 survey planned to have children during their training. 4 The increase in female trainees has challenged GME programs to accommodate the needs of parent trainees while meeting training requirements. Moreover, as GME programs attempt to meet the Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements for trainee well-being, innovative approaches are necessary to meet the needs of parent trainees as well as the training requirements of GME programs.…”

Section: Introductionmentioning

confidence: 99%

Parental Leave in Graduate Medical Education: Recommendations for Reform

Vassallo

Jeremiah

Leanne

et al. 2019

The American Journal of Medicine

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AAIM is the largest academically focused specialty organization representing departments of internal medicine at medical schools and teaching hospitals in the United States and Canada. As a consortium of five organizations, AAIM represents department chairs and chiefs; clerkship, residency, and fellowship program directors; division chiefs; and academic and business administrators as well as other faculty and staff in departments of internal medicine and their divisions.

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Section: Introductionmentioning

confidence: 99%

Parental Leave in Graduate Medical Education: Recommendations for Reform

Vassallo

Jeremiah

Leanne

et al. 2019

The American Journal of Medicine

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“…13,16 Residency is an arduous period, and female residents may be at a disadvantage for completing and publishing research, especially if they have additional family responsibilities. 18 Completing a research block had a statistically significant positive association with publication during residency. Research programs are known to generally result in increased participation in scholarly activity during residency.…”

Section: Discussionmentioning

confidence: 96%

Characteristics, Trends, and Factors Associated With Publication Among Residents of Oman Medical Specialty Board Programs

Al-Busaidi

Al-Shaqsi

Al-Alawi

et al. 2019

Journal of Graduate Medical Education

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Background Research during residency is associated with better clinical performance, improved critical thinking, and increased interest in an academic career.Objective We examined the rate, characteristics, and factors associated with research publications by residents in Oman Medical Specialty Board (OMSB) programs.Methods We included residents enrolled in 18 OMSB residency programs between 2011 and 2016. Resident characteristics were obtained from the OMSB Training Affairs Department. In April 2018, MEDLINE and Google Scholar databases were searched independently by 2 authors for resident publications in peer-reviewed journals using standardized criteria.Results Over the study period, 552 residents trained in OMSB programs; 64% (351 of 552) were female, and the mean age at matriculation was 29.4 6 2.2 years. Most residents (71%, 393 of 552) were in the early stages of specialty training (R 3) and 49% (268 of 552) completed a designated research block as part of their training. Between 2011 and 2016, 43 residents published 42 research articles (range, 1-5 resident authors per article), for an overall publication rate of 8%. Residents were the first authors in 20 (48%) publications. Male residents (odds ratio [OR] ¼ 2.07; P ¼ .025, 95% CI 1.1-3.91) and residents who completed a research block (OR ¼ 2.57; P ¼ .017, 95% CI 1.19-5.57) were significantly more likely to publish.Conclusions Research training during residency can result in tangible research output. Future studies should explore barriers to publication for resident research and identify interventions to promote formal scholarly activity during residency.

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“…This finding runs counter to the family orientation of our specialty and the fact that many ORIGINAL ARTICLES residency and academic medicine programs and organizations have called for family-friendly parental leave policies for faculty and residents. 3,16,24,[29][30][31] By surveying FM residency program directors about both policies and actual leave taken by recent residents and faculty members, our study begins to illustrate the interplay between policy and culture petaining to parental leave. This is important, as policies need to be supported by institutional and specialty culture in order to effectively protect time for new parents.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 A 2013 resident physician survey of various disciplines at one institution reported that 41% had children, 7% were pregnant or had pregnant partners, and about 40% planned to have a first child or another child during residency. 3 This contrasts with a 1983 survey that found only 13% of married women had a child during residency. 4 The growing number of trainees who plan childbearing makes the topic of parental leave increasingly important for medical educators and for graduate medical education governing bodies that are responsible for developing policy and procedures that affect these professionals.…”

mentioning

confidence: 84%

Parental Leave Policies and Practices of US Family Medicine Residency Programs

Wendling

Paladine

Hustedde

et al. 2019

Fam Med

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Background and Objectives: Adequate parental leave policies promote a supportive workplace environment. This study describes how US family medicine (FM) residency program parental leave policies compare to reported leave taken by residents and faculty. Methods: This is a descriptive study of questions from a 2017 Council of Academic Medicine Educational Research Alliance (CERA) survey of accredited US FM program directors. Results: The overall survey response rate was 54.6% (261/478). Paid maternity leave policies varied widely (0 to >12 weeks; mean=5.3 weeks for faculty and 4.5 weeks for residents); paid paternity leave ranged from 0 to 12 weeks (mean=2.7 weeks for faculty and 2.4 weeks for residents). Some FM programs reported offering residents (29.1%) and faculty (28.5%) no paid maternity leave; 37.2% offered residents and 40.4% offered faculty no paid paternity leave. Both female and male faculty took significantly less leave than was offered (maternity leave: faculty 0.6 weeks less, P<.01; residents 0.5 weeks less, P<.01; paternity leave: faculty 1.6 weeks less, P<.01; residents 0.6 weeks less, P<.01). The amount of paid and total maternity and paternity leave surrendered by residents was strongly correlated with the amount surrendered by faculty in the same program (correlation coefficients 0.46-0.87, P<.01). Residents in smaller programs, and programs with a rural focus, surrendered more parental leave. Conclusions: Programs vary widely in their parental leave offerings, and FM residents and faculty frequently take less parental leave than offered. As the amount of leave taken by residents and faculty at the same institution is correlated, institutional culture may contribute to parental leave use.

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Pregnancy and Parental Leave During Graduate Medical Education

Abstract: Approximately 40% of respondents planned to have children during their GME training; most will require family leave and institutional support. GME programs should pursue policies and practices to minimize the effects of these leaves on their workforce.

Cited by 85 publications

References 34 publications

Parental Leave in Graduate Medical Education: Recommendations for Reform

Parental Leave in Graduate Medical Education: Recommendations for Reform

Characteristics, Trends, and Factors Associated With Publication Among Residents of Oman Medical Specialty Board Programs

Parental Leave Policies and Practices of US Family Medicine Residency Programs

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