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Academic medical institutions seek to recruit and retain a diverse workforce to foster equitable, supportive environments in which early-stage investigators, especially those who are underrepresented in medicine, can thrive. Intersectionality is a critical theoretical framework rooted in Black feminist activism and scholarship that elucidates how power and privilege are differentially structured for groups at different intersectional sociodemographic positions. As a dynamic method of analyzing multiple axes of power and inequality, intersectionality has the potential to offer a critical lens through which to view the mentor-mentee relationship. In this article, we seek to elaborate upon and extend the concept of intersectional mentoring, elucidate its essential components, and explore its application in the context of mentoring early-stage investigators in academic medicine. We propose that intersectional mentorship requires an orientation toward deep cultural humility, lifetime learning about the impact of systemic oppressions on present-day opportunities and experiences of mentees, and changing systems that perpetuate inequities by centering praxis-the application of principles of intersectionality through action to transform power dynamics in academic culture and institutions. Intersectional mentorship can help build a more equitable and representative workforce to advance intersectionally relevant and innovative approaches to achieving health equity.

Although academic physicians may move positions or institutions throughout their careers, the information on navigating this transition is limited. The recommendations provided aim to support and direct academic medicine physicians in pursuing a new academic job. This process is nuanced without one strategy that applies to all physicians. There is limited information and guidance for physicians transitioning from one academic institution to another. The following recommendations serve as a resource for academic faculty interested in moving to a different academic institution. The advice falls into three categories of preparation: self-reflection and discernment to determine personal preferences and professional priorities; considerations when preparing for an academic faculty interview; and aspects of the offer, opportunity, and negotiables to discern whether it is right. We acknowledge that the process is nuanced without one strategy that applies to all physicians. [ABSTRACT FROM AUTHOR]

Gender disparities in academic medicine persist despite gender parity among medical school graduates. Women remain underrepresented in higher academic ranks and leadership roles, with significant differences in retention, promotion, and compensation. In this scoping review, the authors explore the role of networking and social capital in exacerbating these disparities. The literature reviewed highlights the importance of networking in obtaining leadership roles, decreasing social isolation, and enhancing retention. Sponsorship, distinct from mentorship, is vital for career development and has a direct impact on professional growth. However, women are often under‐sponsored compared with men, limiting their access to influential networks. In addition, virtual networking platforms and women‐focused organizations offer promising alternatives to traditional, male‐dominated networking activities. Despite the progress made, informal networking practices and gender biases continue to exclude women from key opportunities. These findings underscore the need for targeted interventions aimed at enhancing the social capital of women in academic medicine to help close the gender gap. Proposed interventions prime for further evaluation include the implementation of formal sponsorship programs, the development of structured networking opportunities, and the promotion of women‐focused organizations. This review highlights the critical role that networking and social capital plays in perpetuating gender disparities in academic medicine. Overcoming the barriers women face in this arena will likely require targeted strategies, such as creating formalized sponsorship programs, increasing structured networking opportunities, fostering women‐focused organizations, and leveraging virtual platforms to overcome traditional networking limitations. [ABSTRACT FROM AUTHOR]

Motivation: Palliative Care (PC) is a small, relatively young interprofessional sub-specialty; hence mentorship for early-career research faculty is widely dispersed across schools and universities. We developed the Junior Visiting Professor Program (JVPP) to provide junior faculty in palliative care (PC) with opportunities to meet multidisciplinary PC researchers from other institutions and to advance their research through networking and presenting their work. We describe how we designed and implemented the program, and we report on the first cohort of participants. Methods: We invited PC research groups from US schools of medicine and nursing to participate in this 5-year interprofessional exchange program by nominating junior faculty and serving as hosts. We matched nominees to host institutions based on nominee training experiences, nominee research interests, and host institution faculty expertise. In addition, we provided logistical guidance on visit planning. Post-visit, we surveyed both hosts and junior visiting professors (JVPs) regarding their satisfaction, perceived value, and suggestions regarding the program. Results: We recruited 13 schools to participate and matched 10 nominees to host institutions in our first year. Nine JVPs completed their visit; 6 JVPs and 8 host faculty/staff responded to the post-visit survey. Overall, JVPs were highly satisfied with their matches and the visiting professor experience. Hosts were generally satisfied with their matches and believed the program to be mutually beneficial. The most frequent suggestion was for greater administrative support to plan visits. Conclusions: Structured, well-supported opportunities for networking across institutions is beneficial for emerging PC researchers and for building PC research capacity. [ABSTRACT FROM AUTHOR]

Although the adult and pediatric respiratory divisions at the University of Sherbrooke represent relatively recent additions to the fields of respiratory medicine and critical care, both divisions have made numerous significant contributions in clinical medicine, undergraduate teaching, graduate training and research at the local, national and international levels. The current article aims to summarize the history surrounding the many dedicated individuals and the milestones marking the implementation and expansion of state-of-the-art clinical, training and research programs in respiratory medicine at the Université de Sherbrooke. [ABSTRACT FROM AUTHOR]

Objective: Attrition of women health care professionals is high, threatening patient care and advances in health care sciences. Women health care professionals have often reported experiencing challenges in the workplace that lower their sense of belonging and may precipitate their attrition. The current study sought to identify dimensions of workplace belonging in women health care professionals and to determine the relative strength of association of these belonging dimensions with intent to leave (ITL) their institution. Methods: Attendees of a continuing education course on women's leadership skills in health care were surveyed about their ITL and workplace belonging experiences. Dimensions of workplace belonging were identified by factor analysis. The strength of association between ITL and each workplace belonging dimension, as well as their relative strengths of association, were assessed in ordinal regression analyses. Results: Women comprised 99% of survey participants. Three dimensions of workplace belonging were identified: "institutional culture," "interactions with supervisor," and "interpersonal relationships." More frequent experiences of support in any of the three belonging dimensions associated strongly with lower ITL. When all three belonging dimensions were considered simultaneously, ITL remained strongly related with experiences of a supportive "institutional culture" (odds ratio 0.41, p < 0.0001), while it became much less strongly related with supportive experiences in the other two dimensions. Conclusions: These findings suggest a dominant role of institutional culture in attrition risk in women health care professionals. Interventions that foster an institutional culture of diversity, opportunities for career advancement, and inclusivity might be effective in improving retention of women health care professionals. [ABSTRACT FROM AUTHOR]

Background: The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students' interest, confidence, and engagement in SoTL. Methods: A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants' perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact. Results: The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in. Conclusion: Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL. [ABSTRACT FROM AUTHOR]

Leadership training helps position faculty to guide various aspects of health care and health professions education at academic medical centers. With the increasing complexity of these responsibilities, it is essential that academic medical centers provide leadership skill-development opportunities to faculty. This work describes the structure of two internal mid-career faculty leadership development programs that were created to cultivate future institutional leaders from within the organization. These year-long programs were each established in 2017 and have been implemented annually. Both programs use a developmental approach with project-based, experiential learning so that leadership skills are applied immediately and meaningfully. Internal leadership programs support context-specific skills, while creating a community of leaders and a culture of leadership across the institution. Multidisciplinary participants bring diverse perspectives, and intra-institutional interactions foster collaborations. Internal, longitudinal training also supports comprehensive development more than is typically possible with short-term, external leadership programs. Other organizations can use these program descriptions and insights to develop similar internal, mid-career leadership training opportunities. While the broader academic medicine community benefits from faculty advancement whether training is within the institution or elsewhere, internal leadership training promotes context-specific development at individual, interpersonal, and institutional levels. [ABSTRACT FROM AUTHOR]

Psychologists in faculty affairs/faculty development (FAFD) roles can contribute to faculty vitality in academic health centers (AHCs) and mitigate barriers to advancement and retention. We describe a novel psychologist-led consultation service within an Office for Faculty Success (OFS) to support faculty across their career trajectories. We used 5 years of consultation data including faculty demographics, presenting concerns, and post-consultation evaluation data on consultation satisfaction and perceived benefits to examine trends and demographic group differences in consultation frequency, presenting concerns, and perceived benefits. From 2018 to 2023, 434 individuals presented for 683 consultations. Promotion in rank was the most frequent presenting concern. Women and racially/ethically minoritized faculty were found to present more frequently for repeat consultations, for concerns related to careers negotiation and advancement, and for intersectionality issues specific to gender and/or racial minority identities. From years one to five, there was a 93% increase in number of annual consultations performed and users were highly satisfied with the service (3.86/4). The consultation service is a unique, highly acceptable addition to interventions focused on career satisfaction and retention for AHC faculty, especially for women, early career, and minoritized faculty, and can serve as a model for other institutions. [ABSTRACT FROM AUTHOR]

Mentoring plays an integral role in the success of faculty. This study explores faculty access to formal and informal mentorship and how mentorship impacts faculty engagement. Data are from 2020 to 2023 administrations of the StandPoint Faculty Engagement Survey. We compare clinically active faculty with a PhD or other health doctorate (OHD) in departments of psychiatry and neurology (Doctoral-PN) with both faculty with an MD or equivalent degree in those departments (Physician-PN), and with faculty with a PhD or OHD in other clinical departments (Doctoral-Other). Psychologists who are active in clinical care are represented in these departments although their representation likely varies by institution. Forty-four percent of Doctoral-PN faculty received formal mentoring and 65% received informal mentoring. Those receiving formal mentoring were more satisfied with professional development opportunities and reported increased understanding of promotion than those who were not. They were also more satisfied with their department and would recommend their medical school to others. The literature to date acknowledges the challenges to professional growth and advancement faced by Doctoral-PN faculty, including psychologists, practicing in academic health centers. This paper adds to previous research by presenting data on organizational outcomes associated with mentoring for these faculty. [ABSTRACT FROM AUTHOR]

Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews. Deductive thematic analysis approach was used to identify the patterns and themes across the interviews. Our analysis revealed a central theme: the pivotal nature of the leader's role in strengthening faculty identity. Additionally, three sub-themes emerged concerning the leader's role in nurturing faculty well-being within today's academic medicine context: redefining faculty role, acknowledging and appreciating faculty contributions, and maintaining faculty engagement through a whole-person approach. Faculty affairs leaders describe widening roles with an emerging focus on a whole-person approach valuing the diverse contributions of faculty across the academic mission, supporting professional development, reflecting the individual motivations of faculty, and championing institutional processes that holistically evaluate and recognize faculty contributions. [ABSTRACT FROM AUTHOR]

The 2024 Annual Joint Meeting (AJM) and Young Investigators' Forum of the Canadian Society for Clinical Investigation (CSCI) and Clinician Investigator Trainee Association of Canada (CITAC) was held on April 11, 2024, in Vancouver, British Columbia. Hosted in collaboration with the University of British Columbia (UBC) and the International Congress on Academic Medicine (ICAM), this meeting marked a significant opportunity for clinician investigator trainees to present their research and connect with national and international peers. The event included 70 trainees, consisting of 58 MD+ (MD/PhD, MD and PhD, MD-MSc, MD and MSc) and 12 Clinician Investigator Program and/or Surgeon-Scientist Training Program trainees. The keynote speaker, Dr. Marco Marra, delivered a presentation titled "From C. elegans Genetics to Precision Cancer Genomic Medicine, via the Human Genome Project: Reflections on a Collaborative Scientific Journey." Dr. Kenneth Rockwood (Dalhousie University) received the CSCI Distinguished Scientist Award, and Dr. Bertrand Routy (Université de Montréal) received the CSCI Joe Doupe Young Investigator Award. Over 60 abstracts were showcased, most of which are summarized in this review, and six were selected for oral presentations. Following the AJM, trainees participated in ICAM's three-day health research program, where three AJM attendees were recognized among the top four presenters and were invited to the 2024 Canada Gairdner Awards Gala, with one of our AJM attendees winning the competition and being named the next Lindau Nobel Laurate Meetings Nominee. [ABSTRACT FROM AUTHOR]

Abstract Background Study aims were to assess the current state and needs of faculty to inform the design of a formal mentorship program in a large academic Department of Psychiatry. Methods A 57- item self-administered online survey questionnaire was distributed to all faculty members. Results 225 faculty members completed the survey (24%). 68% of respondents had a mentor and reported high satisfaction (mean = 4.3, SD = 1.05) (range 1 to 5). Among those respondents lacking access to mentorship, 65% expressed interest. Open-ended questions indicated that international medical graduates, faculty identifying as minority, women and clinician teachers may lack access to mentorship. PhD faculty felt disadvantaged compared to MD faculty in gaining first authorship (M Non−MD=1.64 ± 0.79 vs. MMD=1.36 ± 0.67; t = 2.51, p = .013); reported more authorship disputes (M Non−MD =1.99 ± 0.91 vs. MMD =1.66 ± 0.76; t = 2.63 p = .009) and experienced questionable scientific integrity concerning colleagues (M Non−MD =2.01 ± 0.92 vs. MMD =1.70 ± 0.81; t = 2.42 p = .017). For both MD and PhD faculty, women were significantly more likely to experience authorship disputes (χ2(2) = 8.67, p = .013). The department was perceived as treating faculty with respect (72% agreed) with 54% agreeing that it embraces diversity (54%). Identified benefits to mentorship included receiving advice about academic promotion, opportunities for career advancement, advocacy, and advice as a researcher, teacher or clinician. Only 26% of mentors received formal training to support their role; 59% expressed interest in education. Respondents supported a more formal, accessible, inclusive program, with training, tools, and a matching strategy based on mentee preferences. Conclusions Challenges and inequities were identified with the department’s current ad hoc approach to mentorship. A limitation of the study was the response rate, while similar to response rates of other physician surveys, raises the potential for response bias. In comparing study participants to the department, the sample appeared to provide a fair representation. The study has implications for identifying the need and design of more formal mentorship programs in academic medicine.

Article processing charges are increasingly being levied on authors via publication fees to provide open access to readers. These charges may impose challenges to early career physicians seeking to publish research but pathology journal article processing charges have not been investigated to date. We aimed to quantify pathology journal article processing charges and investigate the potential associated factors. We performed a cross-sectional analysis of manuscript article processing charges among the 87 pathology journals in the Pathology category in Journal Citation Reports (Clarivate) and associated journal variables: publication model (open access vs hybrid), impact factor, year founded, journal location, journal publisher, medical society affiliation, whether the journal is published in print vs online, and subscription cost to institutions. Most (70.1 %, 61/87) journals were hybrid, while 29.9 % (26/87) were open access. Overall, the median cost to publish open access was significantly greater for hybrid journals compared with open access journals ($3710 vs $1735; P

Abstract Background Adult caregiving can be demanding and stressful, especially when the caregiver is employed. As the age of the U.S. population and workforce increases, more adults are providing care to aging family members. Objective To understand the prevalence and aspects of the caregiving experience and caregiving strain among department of medicine faculty members, and to gauge their awareness and utilization of caregiving resources. Design We used a cross-sectional survey design. A questionnaire survey was developed and launched in Redcap in October, 2022, and an invitation was emailed followed by two reminders to all full-time and part-time faculty members (N = 1053) in our department of medicine. Main measures Faculty demographics, caregiver status, caregiving details, degree of mental or emotional strain, and knowledge of and use of employer and external caregiver resources. Key results Of the 1053 faculty members who received up to three email survey invitations, 209 (20%) responded of which 76 (36%) were current caregivers and 117 (56%) were non-caregivers. Among the 76 current caregivers, 53 (70%) reported providing care for parents or parent-in-laws and 9 (12%) reported caring for a spouse. One-third of current caregivers reported caring for individuals with Alzheimer’s disease or dementia/memory problems. Ninety-five% of current caregivers reported some or a lot of caregiving strain. A wide variation in knowledge of and use of employer and external caregiver resources was reported. Conclusions Department of medicine faculty who provide adult caregiving report a high prevalence of strain and wide variation in knowledge of and use of employer and external caregiver support services, suggesting opportunity to better understand where gaps exist in providing support for caregivers.

Academic medicine encompasses education, research and clinical practice, and plays a crucial role in advancing medical science and training physicians. However, the field faces a crisis, with fewer graduates pursuing academic careers.

Background: Adult caregiving can be demanding and stressful, especially when the caregiver is employed. As the age of the U.S. population and workforce increases, more adults are providing care to aging family members. Objective: To understand the prevalence and aspects of the caregiving experience and caregiving strain among department of medicine faculty members, and to gauge their awareness and utilization of caregiving resources. Design: We used a cross-sectional survey design. A questionnaire survey was developed and launched in Redcap in October, 2022, and an invitation was emailed followed by two reminders to all full-time and part-time faculty members (N = 1053) in our department of medicine. Main measures: Faculty demographics, caregiver status, caregiving details, degree of mental or emotional strain, and knowledge of and use of employer and external caregiver resources. Key results: Of the 1053 faculty members who received up to three email survey invitations, 209 (20%) responded of which 76 (36%) were current caregivers and 117 (56%) were non-caregivers. Among the 76 current caregivers, 53 (70%) reported providing care for parents or parent-in-laws and 9 (12%) reported caring for a spouse. One-third of current caregivers reported caring for individuals with Alzheimer's disease or dementia/memory problems. Ninety-five% of current caregivers reported some or a lot of caregiving strain. A wide variation in knowledge of and use of employer and external caregiver resources was reported. Conclusions: Department of medicine faculty who provide adult caregiving report a high prevalence of strain and wide variation in knowledge of and use of employer and external caregiver support services, suggesting opportunity to better understand where gaps exist in providing support for caregivers. [ABSTRACT FROM AUTHOR]

Objectives: The objective of this study was to evaluate global longitudinal publication trends in oncology in the Cochrane Database of Systematic Reviews (CDSR) from 2001-2020. Design: Retrospective bibliometric analysis. Primary and secondary outcome measures: The primary outcome measures were the numbers and percentages of women as first, last, and corresponding author across all CDSR oncology publications. Additional outcomes included authorship differences between countries and percentages of women authors over time compared using the Cochran-Armitage trend test. Results: In total, 548 articles were analyzed. Women were first authors in 52.26% (n=277) and corresponding authors in 50.75% (n=272), respectively. Women represented only 39.4% (n=210) of last authors, significantly less frequent than male counterparts (p < 0.001). The percentage of women last and corresponding authors has increased significantly in the past 20 years (p < 0.05). Countries such as the Netherlands and Australia consistently showed equitable representation in first, corresponding, and last authorship, while other countries such as Italy and China had uniformly low rates of female authorship. Coclusions: Our results highlight patterns of gender inequity in oncology publication authorship in the CDSR from 2001-2020 at a global level. Notably, women were less likely to serve in the last author position which, independent of assigned corresponding authorship, is generally assumed in academic oncology to designate the leader of a published study. Substantive efforts to correct this disparity are needed to achieve gender parity in publicly perceived leadership in oncology publications. [ABSTRACT FROM AUTHOR]

Background and Aims: While the number of female physicians has increased since the 1970s, there continues to be a lack of female surgeons compared to their male counterparts, with the gender gap more prominent in surgical subspecialties such as neurosurgery. While surgical subspecialities have accelerated initiatives to close the gap, potential disparities in research opportunities may position women at a disadvantage, particularly in neurosurgery, where academic publications are an indicator of residency match success. In this paper, we sought to investigate whether gender disparities exist in preresidency neurosurgery publications among current neurosurgery residents. Methods: The present study selected residency programs from the top 25 neurology and neurosurgery hospitals in US News & World Report's 2022 Ranking. A database of neurosurgery residents and their publications was created using PubMed, neurosurgery residency program websites, and supplementary search. Articles published between the time of birth and December 31st of the year of graduation (medical degree) were used to determine publications before residency. Results: Our research indicates that 25.7% (n = 135/526) of US neurosurgery residents at top 25 hospitals are women and 74.3% (n = 391/526) are men. Men (n = 391) had a median of 7 (interquartile range [IQR], 3–14.5; range, 0–129) publications before residency, and women (n = 135) had a median of 7 (IQR, 4–11.0; range, 0–74) publications before residency. There were no significant differences in the median number of publications between genders (p = 0.65). Conclusion: In conclusion, our research indicates there is no gender disparity in preresidency publications among neurosurgery residents. To improve women's representation in the field, further study is needed to better understand gender inequality among neurosurgeons, particularly in the earlier stages of medical training. [ABSTRACT FROM AUTHOR]

ObjectiveThis article aims to determine the prevalence of caregiving among faculty at a large academic health sciences institution, to examine the effect of gender and other demographic and professional covariates on caregiving status, and to explore caregiver-generated policy recommendations.MethodA cross-sectional, mixed-methods survey was collected from June through August 2018. Participants were faculty within one of the institution's health professional schools (dentistry, medicine, nursing, or pharmacy) receiving at least 50% salary from the institution. In addition to demographic information, we collected academic series and rank, and assessed association between covariates on caregiving status using logistic regression. We analyzed open-ended responses using thematic analysis to identify themes in caregiver barriers and policy suggestions.ResultsAmong 657 eligible respondents, 11.4% were informal caregivers. Women were more likely to be caregivers than men (aOR 2.53, 95% CI: 1.40, 4.78), as were older faculty. Caregivers identified unsupportive climate or unrealistic work expectations, concern about career advancement, insufficient information about policies, and concern about colleague burden as barriers to support. Suggestions for workplace support included improved leave policies, increased flexibility, caregiver resource support, improved clarity and dissemination of policy information, and financial support.ConclusionsWomen faculty are more likely to be informal caregivers, exacerbating disparities within academic medicine for promotion and retention among women faculty. Institutions might include caregiving status in annual burnout surveys to guide the development of structural support and policies for extension of family leave beyond childbearing (or catastrophic leave), flexibility in work hours, and subsidized eldercare services.

Abstract Background Psychological safety is a team-based phenomenon whereby group members are empowered to ask questions, take appropriate risks, admit mistakes, propose novel ideas, and candidly voice concerns. Growing research supports the benefits of psychological safety in healthcare and education for patient safety, learning, and innovation. However, there is a paucity of research on how to create psychological safety, especially within academic medicine. To meet this need, the present study describes and evaluates a multi-year, medical school-wide psychological safety initiative. Methods We created, implemented, and assessed a multi-pronged psychological safety initiative including educational training sessions, departmental champions, videos, infographics, and targeted training for medical school leaders. Employees’ perceptions of psychological safety at both the departmental and institutional levels were assessed annually. The impact of educational training sessions was quantified by post-session surveys. Results Deidentified employee surveys revealed a statistically significant increase in departmental psychological safety between the first and second annual surveys. Perceived psychological safety remained lower at the institution-wide level than at the departmental level. No significant differences in psychological safety were observed based on gender, position, or employment length. Post-educational training session surveys showed that the sessions significantly increased knowledge of the topic as well as motivation to create a culture of psychological safety within the medical school. Conclusions This study establishes an evidence-based method for increasing psychological safety within medical school departments and serves as a template for other health professions schools seeking to promote psychological safety. Training leadership, faculty, and staff is an important first step towards creating a culture of psychological safety for everyone, including trainees.

Jennifer K Lee,1– 3 Sean Tackett,4,5 Kimberly A Skarupski,2,4,6 Kathy Forbush,7 Barbara Fivush,2,3 Maria Oliva-Hemker,2,3 Rachel B Levine2,4 1Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine (JHU), Baltimore, MD, USA; 2Office of Faculty, JHU, Baltimore, MD, USA; 3Department of Pediatrics, JHU, Baltimore, MD, USA; 4Department of Medicine, JHU, Baltimore, MD, USA; 5Biostatistics, Epidemiology, and Data Management Core, JHU, Baltimore, MD, USA; 6Bloomberg School of Public Health, JHU, Baltimore, MD, USA; 7Human Resources, Office of Talent Management, JHU, Baltimore, MD, USACorrespondence: Jennifer K Lee, Email Jennifer.lee@jhmi.eduPurpose: The number of women in high-level leadership in academic medicine remains disproportionately low. Early career programs may help increase women’s representation in leadership. We evaluated the Early Career Women’s Leadership Program (ECWLP). We hypothesized that participants would rate themselves as having increased confidence in their leadership potential, improved leadership skills, and greater alignment between their goals for well-being and leading after the program. We also explored the participants’ aspirations and confidence around pursuing high-level leadership before and after the program.Methods: We surveyed women physicians and scientists before and after they participated in the 2023 ECWLP, consisting of 11 seminars over six months. We analyzed pre- and post-program data using Wilcoxon signed-rank tests. We analyzed answers to open-ended questions with a content analysis approach.Results: 47/51 (92%) participants responded, and 74% answered pre- and post-program questionnaires. Several metrics increased after the program, including women’s confidence in their ability to lead (p< 0.001), negotiate (p

Abstract Background Mentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty (“Comskil Mentor Training”) and examined feasibility and preliminary efficacy. Methods The study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training. Results All participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they “agreed” or “strongly agreed” with training evaluation. From pre- to post-training, significant improvement was seen in participants’ overall self-efficacy to communicate with mentees, as well as participants’ overall use of communication skills and mentoring-specific language. Conclusions Our findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.

Objective: Our goal was to assess the fertility knowledge and educational experiences of graduating U.S. medical students to evaluate areas of improvement for future educational interventions. Design: Web-based cross-sectional survey. Subjects: Medical students graduating in 2023 from the University of Miami Miller School of Medicine (SOM), New York University (NYU) Grossman SOM, Wayne State University SOM, Perelman SOM at the University of Pennsylvania, and Mayo Clinic Alix SOM. Main Outcome Measures: Fertility-related knowledge and educational experiences of U.S. medical students in their final year of school. Results: In total, 117 students (14.4%) completed the survey. The average knowledge score was 78%. Twenty-three (22%) overestimated the age of most precipitous fertility decline, and 50 (52%) overestimated the chance of getting pregnant for a 40-year-old person with ovaries. One-third of students (30, 32%) incorrectly believe that physicians have equivalent infertility rates to the general population. Students were less cognizant of male fertility issues, incorrectly believing there was no negative impact on male fertility by age (43, 42%) among other factors. Seventy-five (81%) reported less than 5 hours of fertility-related education in medical school. Only one-third (32%) were satisfied or very satisfied with the fertility education they received. In an open-response question, students expressed interest in additional education on transgender and cancer patient care, fertility preservation, assisted reproductive technologies, and reproductive life planning in medicine. Conclusions: There is a need and an opportunity for medical education programs to enhance fertility education. Giving students and trainees the knowledge required to make informed decisions for their family-building purposes and improving their ability to counsel patients adequately should be a goal of future educational endeavors. The data collected in this study will serve as a guide for the development of fertility-related learning modules for medical students and trainees. [ABSTRACT FROM AUTHOR]

Enhancing gender diversity at academic conferences is critical for advancing women's representation and career trajectories in spine surgery. To discover trends in women's representation at major spine conferences over a 15-year period. Conference records from the 2007–2021 annual meetings of the Congress of Neurological Surgeons, North American Spine Society, and Scoliosis Research Society (SRS). Authors of spine-related presentations. Authorship by gender. Retrospective bibliometric analysis with univariate and multivariate modeling to identify trends and predictors of gender diversity. Among 8,948 presentations, 750 (8.4%) had female first authors and 618 (6.9%) had female senior authors. There was no change in rates of female first authorship (p=.41) or senior authorship (p=.88) over time. The strongest predictors of female first authorship were having a female senior author (OR 7.32, p<.001), and delivering presentations at SRS (OR 1.95, p=.001). Factors negatively associated with female first authorship included poster format (OR 0.82, p=.039) and conference location in the United States/Canada (OR 0.76, p=.045). Similar trends were encountered for senior authorship. Productivity per senior author was similar between genders (p=.160); whereas a gender gap in productivity per first author during 2007 to 2011 (p=.020) equalized by 2017 to 2021 (p=.300). Among the 10 most productive authors of each gender, male authors delivered more presentations, but all authors shared similar format, content, and location. Women's representation in spine-related presentations did not increase at three major conferences over a 15-year period. Our findings regarding the positive effects of female mentorship, and international or virtual venues merit further investigation to address the gender gap. The upstream pipeline of recruiting women into academic spine surgery also needs to be addressed. 3 [ABSTRACT FROM AUTHOR]

Objectives: Robust faculty development (FD) is an emerging area of focus within hospital medicine, a relatively new specialty with limited mentorship infrastructure to find and develop a professional niche. There are few descriptions in the literature of establishing and evaluating an FD program with strategies to evaluate success, invite collaboration, and achieve feasible, useful metrics. Methods: We created our University Division of Hospital Medicine's FD Program to help community and academic hospitalist faculty fulfill professional goals in (and beyond) quality improvement, leadership, education, and clinical skills. We describe program development, initial implementation, and early evaluation results. We outline program roles and offerings such as professional development awards, lectures, and mentorship structures. Results: Our program was successfully implemented, measured by engagement and participation via preliminary indicators suggesting programmatic effectiveness: faculty who applied for (and continued participation in) mentorship and faculty development awards and faculty who attended our lecture series. Since program implementation, faculty retention has increased, and percentages of faculty reporting they were likely to remain were stable, even during the coronavirus disease 2019 pandemic. Scholarly production increased and the number of division associate professors/professors grew from 2 in 2015 to 19 in 2024. Conclusions: Our experience can guide institutions seeking to support and encourage faculty professional development. Lessons learned include the importance of needs assessment and leadership commitment to meeting identified needs; how a steering committee can amplify the effectiveness and relevance of FD efforts; and the utility of multiple recognition strategies--quarterly newsletters, monthly clinical recognition, mentions on social media--to support and encourage faculty. [ABSTRACT FROM AUTHOR]

Within the Department of Medicine (DOM) in a large tertiary academic health care facility in midwestern United States, we have developed an educational offering that incorporates an academic writing program (AWP) blending the approaches of a writing accountability work group, a writing workshop, and didactic writing courses. The purpose of this AWP was to assist healthcare professionals (HCP) with their manuscript writing skills to enhance academic productivity. We report our evolving journey and experiences with this AWP. To date, it has been offered 3 times to 25 HCP over the course of 3 years. Among those responding to a post program follow up survey (N = 11), 8 (73%) indicated that they completed the project that they were working on during the AWP and went on to publish the manuscript (N = 5) or were in the process of submission (N = 2). Some indicated they has also gone on to present posters (N = 2) or were in the process of presenting posters (N = 2) or had received grants (N = 1) or were awaiting grant notice (N = 1). A number of attendees have continued to use and share the tools presented during the AWP. Based on input from attendees and increased requests for this AWP, this educational program has been deemed a success and expansion of this program is currently underway. [ABSTRACT FROM AUTHOR]

Background: Psychological safety is a team-based phenomenon whereby group members are empowered to ask questions, take appropriate risks, admit mistakes, propose novel ideas, and candidly voice concerns. Growing research supports the benefits of psychological safety in healthcare and education for patient safety, learning, and innovation. However, there is a paucity of research on how to create psychological safety, especially within academic medicine. To meet this need, the present study describes and evaluates a multi-year, medical school-wide psychological safety initiative. Methods: We created, implemented, and assessed a multi-pronged psychological safety initiative including educational training sessions, departmental champions, videos, infographics, and targeted training for medical school leaders. Employees’ perceptions of psychological safety at both the departmental and institutional levels were assessed annually. The impact of educational training sessions was quantified by post-session surveys. Results: Deidentified employee surveys revealed a statistically significant increase in departmental psychological safety between the first and second annual surveys. Perceived psychological safety remained lower at the institution-wide level than at the departmental level. No significant differences in psychological safety were observed based on gender, position, or employment length. Post-educational training session surveys showed that the sessions significantly increased knowledge of the topic as well as motivation to create a culture of psychological safety within the medical school. Conclusions: This study establishes an evidence-based method for increasing psychological safety within medical school departments and serves as a template for other health professions schools seeking to promote psychological safety. Training leadership, faculty, and staff is an important first step towards creating a culture of psychological safety for everyone, including trainees. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this qualitative descriptive study is to describe how women academic department chairs in emergency medicine, surgery, and anesthesiology experience humor in the workplace. Method: Interviews were conducted with 35 women department chairs in academic medicine from 27 institutions that aimed to describe women's leadership emergence. The data from the primary study yielded rich and revealing themes involving participants' experiences with humor in the context of their leadership roles, justifying a secondary analysis focusing specifically on these experiences. Relevant remarks were extracted, coded, and summarized. Results: Participants discussed two broad types of humor-related experiences. First, they described how they responded to aggressive gender-based humor directed at themselves or their colleagues by tolerating it or expressing disapproval. This humor includes demeaning quips, insulting monikers, sexist jokes, and derogatory stories. Participants often did not confront this humor directly as they feared being rejected or ostracized by colleagues. Second, they described how they initiated humor to address gender-related workplace issues by highlighting gender inequalities, coping with sexual harassment and assault, and managing gender-based leadership challenges. Participants felt constrained in their own use of humor because of the need to be taken seriously as women leaders. Conclusion: Women leaders in academic medicine use humor to confront gender-related issues and experience aggressive gender-based humor in the workplace. The constraints placed on women leaders discourage them from effectively confronting this aggressive gender-based humor and perpetuating gender inequities. Eliminating aggressive gender-based humor is needed to create safe and equitable work environments in academic medicine. [ABSTRACT FROM AUTHOR]

Throughout its 100-yr history, a key ambition of the British Journal of Anaesthesia has been to foster our academic community by addressing the needs of individuals in the early stages of their independent clinical and research careers. Longitudinal mentoring and peer networking are critical for establishing a community of like-minded peers and mentor-advisors required to navigate the challenges of academic medicine. In 2019, the Journal launched an Editorial Fellowship scheme, aimed at comprehensively demystifying the process of peer review, editing, and publishing through guided mentorship and experiential learning. [ABSTRACT FROM AUTHOR]

Background. Gender gap is a neologism that identifies the disparity between social and professional conditions experienced by females compared to males. The disparity increases as one ascends the academic hierarchy. In recent years, the debate has expanded, and more options have been planned for the elimination of the current gender gap. Methods. This research was conducted by examining the landscape of the gender gap, particularly in the academic forensic medicine field. Our analysis involved reviewing papers published between 2006 and 2024, identified through electronic database searches (PubMed). The search terms used were: "gender gap" AND "academic" AND "medicine" AND "leadership." In total, we analyzed 85 papers. Additionally, we examined data from forensic medicine residency programs. Conclusions. The representation of women in medicine is well-known. Despite the increasing number of women in leadership positions in medicine, they still lag significantly behind men. These data highlight a situation that could be seen as grounds for an accusation of "academic abuse". In the Italian forensic residency programs, less than 20% are led by women, and among these, not all hold the rank of full professor. Although a certain rebalancing is already underway, the gap is still significant. There are already regulations obliging local authorities to promote gender equality in councils, companies, and institutions under their jurisdiction. It would be desirable to consider minimum quotas for female participation in university competitions. This would be a first step toward eliminating the gender gap in academic and forensic medical fields. [ABSTRACT FROM AUTHOR]

AbstractAcademic physicians are responsible for the education of medical students, residents, and other practicing physicians through clinical rotations lectures, seminars, research, and conferences. Therefore, the increasing need to recruit academic physicians holds immense value within the healthcare system. Academic Medicine Interest Group (AMIG) is a collective made up of students who share an interest in the growth and advancement of academic medicine. We present a guide and model on establishing an AMIG. We found that AMIG fostered professional growth by providing leadership, research, and teaching opportunities. Strategic planning, effective leadership, and group organization were all necessary for the success of the group. [ABSTRACT FROM AUTHOR]

Uncompensated work in academic infectious diseases (ID) may be high value (eg, important for academic promotion or necessary for advancement to leadership roles) or low value (eg, not aligning with or contributing to professional goals and aspirations). "Curbside" consultations, participation in hospital committees outside of professional interests, and other "citizenship" tasks are common examples of threats to our valuable time as ID providers. Herein, we define the scope of the problem of low-value uncompensated work in academic ID and outline a 6-step program to minimize these threats. Collaboration with professional sponsors, such as division chiefs, to align individual and team goals and use of a "value-versus-compensation" matrix to prioritize activities may help us establish our own agendas and reclaim our professional autonomy. [ABSTRACT FROM AUTHOR]

Background: Mentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty ("Comskil Mentor Training") and examined feasibility and preliminary efficacy. Methods: The study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training. Results: All participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they "agreed" or "strongly agreed" with training evaluation. From pre- to post-training, significant improvement was seen in participants' overall self-efficacy to communicate with mentees, as well as participants' overall use of communication skills and mentoring-specific language. Conclusions: Our findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology. [ABSTRACT FROM AUTHOR]

Introduction: Similar proportions of women and men have entered medical school since 2003. However, career advancement and promotion for women continues to be fraught with disparities and inequalities. Building on current literature, this study explores the rates of change of female faculty in faculty ranks over the last 10 years to gain a more comprehensive view of the faculty trends of women in academic medicine. Methods: Using the Faculty Administrative Management Online User System database, counts by gender and faculty rank at each Association of American Medical Colleges (AAMC) academic medical school were obtained. Statistical analysis was done using generalized estimating equations modeling to assess rates of change for each gender from 2012 to 2021. Results: Higher proportions of female faculty are concentrated at the Instructor and Assistant Professor level and lower proportions at the Associate Professor and Professor rank compared to male faculty. Over the study period, female faculty showed increased rate change compared to male faculty of 1.007 (95% confidence interval [CI]: 1.002–1.012) for Associate Professor rank and 1.012 (95% CI: 1.007–1.016) for Professor rank. At the Instructor and Assistant Professor levels, female faculty decreased at a relative rate of 0.980 (95% CI: 0.969–0.990) and 0.995 (95% CI: 0.992–0.997) each year, respectively. Conclusion: Female faculty continue to be concentrated at the junior faculty rank. Rate changes at the senior faculty rank for female faculty have slightly improved over the last 10 years compared to male faculty. However, this improvement is minimal, and work is still needed to achieve true gender equity in academic medicine. [ABSTRACT FROM AUTHOR]

Constructing a career in academic medicine involves more than a focus on work-life balance. That image of a teeter-totter suggests that life is what happens when you are not working. The nature of the scope of interests (clinical, research, teaching) and values (service, leadership, curiosity, transparency, and honesty) creates a larger framework through which home life and work life become one interwoven tapestry. The author reflects on these perspectives as she looks back on a career in academic medicine. [ABSTRACT FROM AUTHOR]

Objective As digital display devices become more and more indispensable, associated health problems have started to increase. We aimed to investigate the frequency and relationship of digital display device usage behaviours and dry eye syndrome (DES) in medical students. Methods An observational, cross-sectional study was conducted on medical school students who voluntarily participated in our study online, about the duration and variety of their digital screen use, usage patterns, and protective measures, together with the Ocular Surface Disease Index (OSDI) questionnaire. Where necessary, the Schirmer-I, tear break-up time, and fluorescein staining tests were carried out. Results Of the 255 participants, 75.3% (n = 192) were female, 63.1% (n = 161) had no refractive vision defects, and 45.9% used smartphones for more than 5 h a day. According to the OSDI scores for DES screening, only 36.1% of the participants were normal, 17.3% had mild DES, 20.4% had moderate DES, and 26.3% had severe DES. A positive correlation was found between digital display usage time in hours per day and a high OSDI score. As the distance between the eye and the screen decreased, the DES score increased, which is significant for computer, e-book, and tablet use (P < 0.005). The DES rate of the 25 participants who underwent further evaluation was 40% for the tear break-up time test and 52% for the fluorescein staining test. Conclusion The high prevalence of DES due to digital screen use among medical school students highlights the importance of DES screening as a preventive measure in family medicine. [ABSTRACT FROM AUTHOR]

The US health care system has significant room for growth to achieve the Quintuple Aim. Reforming the relationship between payers and providers is pivotal to enhancing value-based care (VBC). The Payvider model, a joint approach to care and coverage rooted in vertical integration, is a potential solution. The authors aimed to investigate academic medical institutions adopting this model, termed Academic Payviders. All Association of American Medical Colleges (AAMC)-member allopathic medical schools were evaluated to identify programs meeting the inclusion criteria of offering both medical care and insurance coverage to patients via partnership with a payer or ownership of, or by, a payer. Twenty-five Academic Payvider systems were identified from 171 total AAMC-member programs. Most programs were founded after 2009 (n = 20), utilized a provider-dominant structural model (n = 17), and offered health plans to patients via Medicare Advantage (n = 23). Passage of the Affordable Care Act, recent trends in health care consolidation, and increased political and financial prioritization of social determinants of health (SDOH) may help to explain the rise of this care and coverage model. The Academic Payvider movement could advance academic medicine toward greater acceptance of VBC via innovations in medical education, resource stewardship in residency, and the establishment of innovative leadership positions at the administrative level. [ABSTRACT FROM AUTHOR]