Stories From Early-Career Women Physicians Who Have Left Academic Medicine: A Qualitative Study at a Single Institution

Levine, Rachel B.; Lin, Fenny; Kern, David E.; Wright, Scott M.; Carrese, Joseph A.

doi:10.1097/acm.0b013e318217e83b

Cited by 160 publications

(146 citation statements)

References 24 publications

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“…1,2 Within academic settings, their rate of promotion and appointment to leadership roles lags significantly behind their male counterparts', and their attrition rate exceeds that of men. [1][2][3] Cited reasons include lack of perceived positive role models and insufficient support, mentorship and preparation. 3,4 Women have more difficulty identifying potential mentors, despite seeking them more often than men do.…”

Section: Introductionmentioning

confidence: 99%

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An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

Bhatia

Takayesu

Arbelaez

et al. 2015

CJEM

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Given the discrepancy between men and women's equal rates of medical school matriculation and their rates of academic promotion and leadership role acquisition, the need to provide mentorship and education to women in academic medicine is becoming increasingly recognized. Numerous large-scale programs have been developed to provide support and resources for women's enrichment and retention in academic medicine. Analyses of contributory factors to the aforementioned discrepancy commonly cite insufficient mentoring and role modeling as well as challenges with organizational navigation. Since residency training has been shown to be a critical juncture for making the decision to pursue an academic career, there is a need for innovative and tailored educational and mentorship programs targeting residents. Acknowledging residents' competing demands, we designed a program to provide easily accessible mentorship and contact with role models for our trainees at the departmental and institutional levels. We believe that this is an important step towards encouraging women's pursuit of academic careers. Our model may be useful to other emergency medicine residencies looking to provide such opportunities for their women residents. RÉSUMÉCompte tenu de l'écart qui existe entre les hommes et les femmes en ce qui concerne l'égalité des taux d'inscription dans les écoles de médecine mais l'inégalité des taux de promotion et de nomination à des rôles de direction, la nécessité d'offrir du mentorat et de la formation aux femmes en médecine universitaire s'impose de plus en plus. De nombreux programmes appliqués à grande échelle ont été élaborés afin de fournir du soutien et des ressources aux femmes en vue de leur perfectionnement et de leur maintien en médecine universitaire. Sont souvent invoqués, dans les analyses des facteurs qui jouent un rôle dans cet écart, le manque de mentorat et de modèles de rôle ainsi que les difficultés de s'y retrouver dans les organisations. Des études ayant démontré que la résidence constituait une étape cruciale dans la poursuite d'une carrière universitaire, il est nécessaire d'avoir des programmes novateurs et adaptés de formation et de mentorat, qui ciblent les résidentes. Reconnaissant les demandes concurrentielles des résidentes, les auteurs ont élaboré un programme qui vise à offrir aux stagiaires des possibilités de mentorat et d'établissement de relations avec des modèles de rôle, et ce, tant au niveau du département qu'au niveau de l'établissement. Les auteurs croient qu'il s'agit là d'une étape importante afin d'inciter les femmes à poursuivre une carrière universitaire. Le modèle décrit ici peut se montrer utile dans d'autres programmes de résidence en médecine d'urgence en vue d'offrir aux résidentes ce genre de possibilités.

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Section: Introductionmentioning

confidence: 99%

“…[1][2][3] Cited reasons include lack of perceived positive role models and insufficient support, mentorship and preparation. 3,4 Women have more difficulty identifying potential mentors, despite seeking them more often than men do. 4 Women also report satisfying mentoring relationships less frequently.…”

Section: Introductionmentioning

confidence: 99%

An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

Bhatia

Takayesu

Arbelaez

et al. 2015

CJEM

View full text Add to dashboard Cite

show abstract

“…Les mentors femmes ou issus des minorités pourraient mieux comprendre les problèmes rencontrés par ces groupes et pourraient être encore plus difficiles à identifier. [10][11][12] Des programmes officiels de mentorat ciblant ces populations pourraient améliorer l'accès au mentorat. 5 Enfin, les médecins s'orientant vers la médecine clinique ou l'éducation ont une moindre probabilité d'avoir un mentor que ceux s'orientant principalement vers la recherche.…”

Section: Mentorat En Anesthésie: Nous En Savons Si Peu…unclassified

“…Female or minority mentors may have increased understanding of the issues faced by these groups and may be even more difficult to identify. [10][11][12] Formal mentorship programs targeting these populations may improve access to mentorship. 5 Finally, physicians whose focus is clinical medicine or education are less likely to be mentored than those who are primarily research-focused.…”

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confidence: 99%

Mentorship in anesthesia: how little we know

Flexman

Gelb

2011

Can J Anesth/J Can Anesth

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“…A recent qualitative study of women who left academic institutions confirmed that the difficulty with work-life balance was a factor in the decision to leave [2].…”

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confidence: 99%

Mentoring Women Psychiatry Residents: Implications for Academic Leaders and Educators

Ford

2014

Acad Psychiatry

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"I don't know how you do it all?!" This is an all too familiar question I get as a female psychiatry resident and mother of two small children. When I am asked this question, I always think that I have only done what most other women in my training program have done and that I am not unique. Yet, there is something very challenging about balancing the demands of so many different roles during training. In answering this question, I realize that I have benefitted greatly from watching my female mentors balance these multiple roles themselves, and it is mentoring that has most facilitated my academic and personal successes. However, I did not find my mentors until later in my residency training. In the third year, I met my first mentor who showed me that it was possible to publish scholarly work, be an effective clinician, and raise a family. In other words, she offered potential "solutions" to the work-life balance conundrum. My experience with mentoring has been so significant that it has inspired me to learn more about how to facilitate this important relationship for other female trainees in psychiatry.As someone who is embarking on a career as a junior faculty member at an academic institution, it is disheartening to see the Association of American Medical Colleges' statistics showing that despite many years of gender parity in medical school enrolment (47.1 % of medical school students were female vs. 52.9 % male in 2012), only 19 % of full professors are female [1]. A recent qualitative study of women who left academic institutions confirmed that the difficulty with work-life balance was a factor in the decision to leave [2].Since taking on the roles of both mother and resident, I have struggled with my own feelings of frustration over worklife balance pressures. The inevitable "trade-offs" often mean that I will miss out on something, such as last year when I could not attend a conference because I did not want to travel on a long flight with an infant and this year when I missed seeing my son take his first steps while I was on call.Bogan and Safer discussed the work-life balance issues specific to women psychiatry trainees in a special issue of Academic Psychiatry devoted to women's professional development and offer reasons why these figure so prominently in a trainee's life. During residency, many women choose to have children, and work-family balance becomes especially salient. A female resident may have less flexibility to pursue scholarly activities outside of the training curriculum, activities that are not only enriching but also required for a position at an academic center. Many residents lack the financial resources to obtain outside help with childcare and other household needs and may therefore be required to devote more time to domestic activities after working hours [3]. More than 10 years after this special edition of Academic Psychiatry, these same challenges remain for women trainees, and my own experiences reflect this ongoing struggle.I feel that I am proof that mentorship represents o...

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Stories From Early-Career Women Physicians Who Have Left Academic Medicine: A Qualitative Study at a Single Institution

Cited by 160 publications

References 24 publications

An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

Mentorship in anesthesia: how little we know

Mentoring Women Psychiatry Residents: Implications for Academic Leaders and Educators

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