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Ibrahim H, Archuleta S, Abdel-Razig S. Women Physicians Group to Mitigate Bullying in International Academic Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:974. [PMID: 37229652 DOI: 10.1097/acm.0000000000005275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Affiliation(s)
- Halah Ibrahim
- Associate professor of medicine, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates; ; Twitter: @HalahIbrahimMD; ORCID: https://orcid.org/0000-0002-9240-7726
| | - Sophia Archuleta
- Associate professor, Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, and head, Division of Infectious Diseases, National University Health System, Singapore; ORCID: https://orcid.org/0000-0002-8414-6327
| | - Sawsan Abdel-Razig
- Chief academic officer, Cleveland Clinic Abu Dhabi, Abu Dhabi, United Arab Emirates, and associate professor of medicine, Cleveland Clinic Lerner College of Medicine, Cleveland, Ohio; ORCID: https://orcid.org/0000-0002-4091-5921
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Dutta D, Ibrahim H, Cofrancesco J, Archuleta S, Stadler DJ. The Gendered Work/Role of Program Directors in International Graduate Medical Education. QUALITATIVE HEALTH RESEARCH 2023; 33:154-164. [PMID: 36527203 DOI: 10.1177/10497323221145832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Healthcare organizations offer numerous clinical and academic leadership pathways for physicians, among which the position of program director (PD) is considered to be a prominent educational leadership role. As PDs are instrumental in the recruitment and training of the next generations of physicians, PD gender distribution can affect the present and future of a medical specialty. This study offers a dialectical perspective in understanding how international PDs negotiate gendered understanding of their work/role by using the framework of Relational Dialectics Theory 2.0. Thirty-three interviews of PDs from Qatar, Singapore, and the United Arab Emirates were conducted and, using contrapuntal analysis, the competing discourses of meanings of gender in the PD work/role were examined. Competing discourses where structural, cultural, and professional meanings of gender were interrogated revealed inherent multiple meanings of how gender is understood in PD work/roles. In making sense of these meanings of gender, PDs express dilemmas of traditional gender binaries of masculine/feminine work/role meanings to explain the term in different ways in their everyday organizational and cultural struggles. The findings have implications for PD recruitment and retention in teaching hospitals.
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Affiliation(s)
- Debalina Dutta
- School of Communication, Journalism and Marketing, 6420Massey University, New Zealand
| | - Halah Ibrahim
- Department of Medicine Khalifa of Medicine and Health Sciences, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
| | - Joseph Cofrancesco
- Johns Hopkins Institute for Excellence in Education Professor of MedicineJohns Hopkins University School of Medicine Institute for Excellence in Education, Baltimore, MD, USA
- Johns Hopkins Institute for Excellence in Education Professor of MedicineJohns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Sophia Archuleta
- Department of Medicine, Yong Loo Lin School of Medicine, 37580National University of Singapore, Singapore
- Division of Infectious Diseases, National University Health System, Singapore
| | - Dora J Stadler
- 8395Walter Reed National Military Medical Center, Uniformed Services University, Bethesda, MD, USA
- Weill Cornell Medicine-Qatar, Doha, Qatar
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Leung TI, Wang KH, Lin TL, Gin GT, Pendharkar SS, Chen CYA. Women Physicians in Transition Learning to Navigate the Pipeline from Early to Mid-Career: Protocol for a Qualitative Study. JMIR Res Protoc 2022; 11:e38126. [PMID: 35653172 PMCID: PMC9204597 DOI: 10.2196/38126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Revised: 05/08/2022] [Accepted: 05/12/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Women physicians face unique obstacles while progressing through their careers, navigating career advancement and seeking balance between professional and personal responsibilities. Systemic changes, along with individual and institutional changes, are needed to overcome obstacles perpetuating physician gender inequities. Developing a deeper understanding of women physicians' experiences during important transition points could reveal both barriers and opportunities for recruitment, retention, and promotion, and inform best practices developed based on these experiences. OBJECTIVE The aim is to learn from the experiences and perspectives of women physicians as they transition from early to mid-career, then develop best practices that can serve to support women physicians as they advance through their careers. METHODS Semistructured interviews were conducted with women physicians in the United States in 2020 and 2021. Eligibility criteria included self-identification as a woman who is in the process of transitioning or who recently transitioned from early to mid-career stage. Purposeful sampling facilitated identification of participants who represented diversity in career pathway, practice setting, specialty, and race/ethnicity. Each participant was offered compensation for their participation. Interviews were audio-recorded and professionally transcribed. Interview questions were open-ended, exploring participants' perceptions of this transition. Qualitative thematic analysis will be performed. We will use an open coding and grounded theory approach on interview transcripts. RESULTS The Ethics Review Committee of the Faculty of Health, Medicine, and Life Sciences at Maastricht University approved the study; Stanford University expedited review approved the study; and the University of California, San Diego certified the study as exempt from review. Twelve in-depth interviews of 50-100 minutes in duration were completed. Preliminary analyses indicate one key theme is a tension resulting from finite time divided between demands from a physician career and demands from family needs. In turn, this results in constant boundary control between these life domains that are inextricable and seemingly competing against each other within a finite space; family needs impinge on planned career goals, if the boundary between them is not carefully managed. To remedy this, women sought resources to help them redistribute home responsibilities, freeing themselves to have more time, especially for children. Women similarly sought resources to help with career advancement, although not with regard to time directly, but to first address foundational knowledge gaps about career milestones and how to achieve them. CONCLUSIONS Preliminary results provide initial insights about how women identify or activate a career shift and how they marshaled resources and support to navigate barriers they faced. Further analyses are continuing as of March 2022 and are expected to be completed by June 2022. The dissemination plan includes peer-reviewed open-access journal publication of the results and presentation at the annual meeting of the American Medical Association's Women Physicians Section.
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Affiliation(s)
- Tiffany I Leung
- Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands
- Department of Internal Medicine (adjunct), Southern Illinois University School of Medicine, Springfield, IL, United States
| | - Karen H Wang
- Department of Internal Medicine, Yale School of Medicine, New Haven, CT, United States
- Center for Medical Informatics, Yale School of Medicine, New Haven, CT, United States
| | - Tammy L Lin
- Department of Medicine (voluntary), University of California San Diego Health Sciences, San Diego, CA, United States
| | - Geneen T Gin
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, CA, United States
| | - Sima S Pendharkar
- Division of Hospital Medicine, Jersey City Medical Center, Jersey City, NJ, United States
| | - Chwen-Yuen Angie Chen
- Department of Primary Care and Population Health, Stanford University, Palo Alto, CA, United States
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Fantaye AW, Kitto S, Hendry P, Wiesenfeld L, Whiting S, Gnyra C, Fournier K, Lochnan H. Attributes of excellent clinician teachers and barriers to recognizing and rewarding clinician teachers' performances and achievements: a narrative review. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:57-72. [PMID: 35572019 PMCID: PMC9099178 DOI: 10.36834/cmej.73241] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Over the last 31 years, there have been several institutional efforts to better recognize and reward clinician teachers. However, the perception of inadequate recognition and rewards by clinician teachers for their clinical teaching performance and achievements remains. The objective of this narrative review is two-fold: deepen understanding of the attributes of excellent clinician teachers considered for recognition and reward decisions and identify the barriers clinician teachers face in receiving recognition and rewards. METHODS We searched OVID Medline, Embase, Education Source and Web of Science to identify relevant papers published between 1990 and 2020. After screening for eligibility, we conducted a content analysis of the findings from 43 relevant papers to identify key trends and issues in the literature. RESULTS We found the majority of relevant papers from the US context, a paucity of relevant papers from the Canadian context, and a declining international focus on the attributes of excellent clinician teachers and barriers to the recognition and rewarding of clinician teachers since 2010. 'Provides feedback', 'excellent communication skills', 'good supervision', and 'organizational skills' were common cognitive attributes considered for recognition and rewards. 'Stimulates', 'passionate and enthusiastic', and 'creates supportive environment', were common non-cognitive attributes considered for recognition and rewards. The devaluation of teaching, unclear criteria, and unreliable metrics were the main barriers to the recognition and rewarding of clinician teachers. CONCLUSIONS The findings of our narrative review highlight a need for local empirical research on recognition and reward issues to better inform local, context-specific reforms to policies and practices.
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Affiliation(s)
| | - Simon Kitto
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- Department of Innovation in Medical Education, University of Ottawa, Ontario, Canada
| | - Paul Hendry
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- University of Ottawa Heart Institute, Ontario, Canada
| | - Lorne Wiesenfeld
- Department of Emergency Medicine, University of Ottawa, Ontario, Canada
- Postgraduate Medical Education, University of Ottawa, Ontario, Canada
| | - Sharon Whiting
- Children's Hospital of Eastern Ontario, Ontario, Canada
- Office of Faculty of Affairs, University of Ottawa, Ontario, Canada
| | | | - Karine Fournier
- Health Sciences Library, University of Ottawa, Ontario, Canada
| | - Heather Lochnan
- Office of Continuing Professional Development, University of Ottawa, Ontario, Canada
- Department of Medicine, The Ottawa Hospital, Ottawa, Ontario
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D'Souza RS, Langford B, D'Souza S, Rose S, Long T. Characteristics of Designated Institutional Officials and Sponsoring Institutions of ACGME-Accredited Training Programs. J Grad Med Educ 2021; 13:70-75. [PMID: 33680303 PMCID: PMC7901616 DOI: 10.4300/jgme-d-20-00313.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 06/29/2020] [Accepted: 09/23/2020] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Since the Accreditation Council for Graduate Medical Education (ACGME) established the designated institutional official (DIO) role in 1998, there have been major changes in sponsoring institutions (SIs) and DIO responsibilities. Yet there remains a large gap in our knowledge regarding baseline SI and DIO characteristics as well as a need for institutions wanting to increase diversity in the DIO role and other leadership positions within the medical education community. OBJECTIVE We sought to characterize demographics of DIOs and the SIs they oversee. METHODS We identified SIs and DIOs on the ACGME website on February 15, 2020. Reviewed data included SI accreditation status, number of programs and resident/fellow positions, and DIO characteristics. RESULTS We identified 831 SIs. SIs with continued accreditation sponsored more programs (median 4.0) than SIs with initial accreditation (median 1.0, P < .001). DIO age ranged from 29-81 years (median 57 years). Two-hundred eighty-three of 831 (34%) DIOs were women. Of 576 DIOs with known academic rank, 356 (62%) DIOs held senior academic rank. A higher proportion of male DIOs had senior academic rank (68% vs 52%; OR 1.90 [95% CI 1.34-2.70]; P < .001) and professor rank (39% vs 24%; OR 2.01 [95% CI 1.38-2.94]; P < .001) compared to female DIOs. Female gender was associated with a greater number of ACGME-accredited programs and filled resident/fellow positions per SI (P < .001 for both). CONCLUSIONS This study describes characteristics of DIOs and SIs and offers insights for those pursuing a DIO position.
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Parsons M, Krzyzaniak S, Mannix A, Rocca N, Chan TM, Gottlieb M. Peek at the glass ceiling: gender distribution of leadership among emergency medicine residency programs. Emerg Med J 2020; 38:381-386. [PMID: 33288521 DOI: 10.1136/emermed-2019-208951] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2019] [Revised: 10/02/2020] [Accepted: 10/07/2020] [Indexed: 12/26/2022]
Abstract
BACKGROUND A gender gap in faculty rank at academic institutions exists; however, data among graduate medical education (GME) programmes are limited. There is a need to assess gender disparities in GME leadership, as a lack of female leadership may affect recruitment, role modelling and mentorship of female trainees. This cross-sectional study aimed to describe the current state of gender in programme leadership (department chair, programme director (PD), associate/assistant PD (APD) and clerkship director (CD)) at accredited Emergency Medicine (EM) programmes in the USA to determine whether a gender gap exists. METHODS A survey was distributed to EM residency programmes in the USA assessing demographics and gender distribution among programme leadership. If no response was received, information was collected via the programme's website. Data were organised by position, region and length of the programme. We obtained data on the number of female EM physicians in practice and in training/fellowship in 2017 from the Association of American Medical Colleges. Data analysis was completed using descriptive statistics and χ2 analysis. RESULTS Of the 226 programmes contacted, 148 responded to the survey (66.3%). Among US EM residency programmes, 11.2% of chairs, 34.6% of PDs, 40.5% of APDs and 46.5% of CDs are women. The percentage of female chairs is significantly lower than the percentage of women in practice or in training in EM. The percentage of female PDs did not differ from the percentage of women in practice or in training in EM. The percentage of female APDs and CDs was significantly higher than the percentage of women in practice but did not differ from the percentage in training. There was wide variability across regions. Four-year programmes had more women in PD and APD positions compared with 3-year programmes (p=0.01). CONCLUSIONS While the representation of women in educational roles is encouraging, the number of women holding the rank of chairperson remains disproportionately low. Further studies are needed to evaluate reasons for this and strategies to increase gender equality in leadership roles.
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Affiliation(s)
- Melissa Parsons
- Department of Emergency Medicine, University of Florida College of Medicine, Jacksonville, Florida, USA
| | - Sara Krzyzaniak
- Department of Emergency Medicine, Stanford University, Stanford, California, USA
| | - Alexandra Mannix
- Department of Emergency Medicine, University of Florida College of Medicine, Jacksonville, Florida, USA
| | - Nicole Rocca
- Department of Emergency Medicine, Queen's University, Kingston, Ontario, Canada
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, McMaster University Faculty of Health Sciences, Hamilton, Ontario, Canada
| | - Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center, Chicago, Illinois, USA
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Ibrahim H, Archuleta S, Stadler DJ, Cofrancesco J. Re: “Gender Disparity in Authorship of Peer Reviewed Medical Publications” Bernardi et al. Am J Med Sci 2020; 360:431-432. [DOI: 10.1016/j.amjms.2020.01.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Indexed: 11/25/2022]
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Santhosh L, Harleman E, Venado A, Farrand E, E Gilbreth M, Keenan BP, Thompson VV, Shah RJ. Strategies for forming effective women's groups. CLINICAL TEACHER 2020; 18:126-130. [PMID: 33058547 DOI: 10.1111/tct.13277] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 08/19/2020] [Accepted: 08/24/2020] [Indexed: 11/29/2022]
Abstract
Women are under-represented at the highest levels of leadership in health care, so many institutions have started forming "women in medicine" affinity groups. In this The Clinical Teacher's Toolbox, we review the history of women's professional peer-to-peer networking groups in health care, describe the rationale for establishing a women's group, discuss the goals and common content covered by successful women's groups, share best practices on forming and sustaining women's groups, and describe common pitfalls to avoid. When forming a women's group, identifying the group's vision, mission, and primary aim statements are important, and early meetings should deliberately establish a tone of inclusion. We acknowledge that the term "women's groups" implies that gender identity is binary - in reality, these groups are for all who want to combat gender inequities in health care. While early stages of women's groups typically focus on community-building, peer networking, and inviting guest speakers to speak about relevant topics, successful groups often ultimately pivot to advocacy, internal capacity-building, evaluation, and dissemination. To sustain and maintain the group, succession planning, regular opportunities for evaluation, and deliberate planning are essential. Although usual principles of successful small group creation apply, this article outlines unique considerations for how women's groups can advance gender equity.
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Affiliation(s)
| | - Elizabeth Harleman
- University of California-San Francisco, San Francisco, CA, USA.,Zuckerberg San Francisco General Hospital, San Francisco, CA, USA
| | - Aida Venado
- University of California-San Francisco, San Francisco, CA, USA
| | - Erica Farrand
- University of California-San Francisco, San Francisco, CA, USA
| | - Margaret E Gilbreth
- University of California-San Francisco, San Francisco, CA, USA.,Zuckerberg San Francisco General Hospital, San Francisco, CA, USA
| | | | - Vanessa V Thompson
- University of California-San Francisco, San Francisco, CA, USA.,Zuckerberg San Francisco General Hospital, San Francisco, CA, USA
| | - Rupal J Shah
- University of California-San Francisco, San Francisco, CA, USA
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Alwazzan L, Al-Angari SS. Women's leadership in academic medicine: a systematic review of extent, condition and interventions. BMJ Open 2020; 10:e032232. [PMID: 31948988 PMCID: PMC7044906 DOI: 10.1136/bmjopen-2019-032232] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 10/24/2019] [Accepted: 11/26/2019] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVES Because culture reflects leadership, the making of diverse and inclusive medical schools begins with diversity among leaders. The inclusion of women leaders remains elusive, warranting a systematic exploration of scholarship in this area. We ask: (1) What is the extent of women's leadership in academic medicine? (2) What factors influence women's leadership? (3) What is the impact of leadership development programmes? DESIGN Systematic review. DATA SOURCES A systematic search of six online databases (OvidMEDLINE, EMBASE, CINAHL, PsycINFO, the Cochrane Library and ERIC) from the earliest date available to April 2018 was conducted. Bridging searches were conducted from April 2018 until October 2019. ELIGIBILITY CRITERIA: (1) Peer-reviewed; (2) English; (3) Quantitative studies (prospective and retrospective cohort, cross-sectional and preintervention/postintervention); evaluating (4) The extent of women's leadership at departmental, college and graduate programme levels; (5) Factors influencing women's leadership; (6) Leadership development programmes. Quantitative studies that explored women's leadership in journal editorial boards and professional societies and qualitative study designs were excluded. DATA EXTRACTION AND SYNTHESIS Two reviewers screened retrieved data of abstracts and full-texts for eligibility, assessment and extracted study-level data independently. The included studies were objectively appraised using the Medical Education Research Quality Study Instrument with an inter-rater reliability of (κ=0.93). RESULTS Of 4024 records retrieved, 40 studies met the inclusion criteria. The extent of women's leadership was determined through gender distribution of leadership positions. Women's leadership emergence was hindered by institutional requirements such as research productivity and educational credentials, while women's enactment of leadership was hindered by lack of policy implementation. Leadership development programmes had a positive influence on women's individual enactment of leadership and on medical schools' cultures. CONCLUSIONS Scholarship on women's leadership inadvertently produced institute-centric rather than women-centric research. More robust contextualised scholarship is needed to provide practical-recommendations; drawing on existing conceptual frameworks and using more rigorous research methods.
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Affiliation(s)
- Lulu Alwazzan
- Medical Education, Al Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia
| | - Samiah S Al-Angari
- Otolaryngology, Head & Neck surgery, King Saud University, Riyadh, Saudi Arabia
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Leung TI, Barrett E, Lin TL, Moyer DV. Advancing from perception to reality: How to accelerate and achieve gender equity now. PERSPECTIVES ON MEDICAL EDUCATION 2019; 8:317-319. [PMID: 31755023 PMCID: PMC6904375 DOI: 10.1007/s40037-019-00545-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Tiffany I Leung
- Department of Internal Medicine, Maastricht University Medical Center +, Maastricht University, Maastricht, The Netherlands.
- Care and Public Health Research Institute, Maastricht University, Maastricht, The Netherlands.
| | - Eileen Barrett
- Division of Hospital Medicine, Department of Internal Medicine, University of New Mexico, Albuquerque, NM, USA
| | - Tammy L Lin
- Med Mindset, San Diego, CA, USA
- Voluntary Faculty, Department of Medicine, University of California, San Diego, Health Sciences, San Diego, CA, USA
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Ibrahim H, Stadler DJ, Archuleta S, Anglade P, Cofrancesco J. Twelve tips for developing and running a successful women's group in international academic medicine. MEDICAL TEACHER 2019; 41:1239-1244. [PMID: 30428757 DOI: 10.1080/0142159x.2018.1521954] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Gender inequity in academic medicine remains an important issue worldwide. While institutional programs and policies can help promote equity in recruitment, retention, scholarship, promotion, and leadership, they often do not address the physical and social isolation that many women in international academic medicine face. Creating networking opportunities through building women's groups can provide a personal and professional support structure that decreases isolation and promotes the advancement of women. Based on a multidisciplinary literature review on change processes, group formation, and women's empowerment, as well as lessons learned from personal experience, we offer 12 tips to successfully create, maintain, and support physician women's groups, employing Kotter's change-management framework. We believe that these groups can provide a structured platform for networking opportunities to advance women physicians in academic medicine worldwide.
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Affiliation(s)
- Halah Ibrahim
- Johns Hopkins University Graduate School of Education , Baltimore , MD , USA
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12
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Abdel-Razig S. Roles, Responsibilities, and Needs of Institutional GME Leaders: A Multinational Characterization of Designated Institutional Officials. J Grad Med Educ 2019; 11:110-117. [PMID: 31428267 PMCID: PMC6697279 DOI: 10.4300/jgme-d-19-00192] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Revised: 05/16/2019] [Accepted: 06/04/2019] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Since 2012, several academic centers in the Middle East have attained accreditation by the Accreditation Council for Graduate Medical Education International (ACGME-I). An emerging group of GME leaders have assumed the role of designated institutional official (DIO), leading their institutions to accreditation. Despite these DIOs' key positions in driving GME reform, there is a lack of published studies on the roles, responsibilities, and needs of DIOs in international settings. OBJECTIVE We examined the characteristics, roles, responsibilities, and needs of DIOs in the Middle East. METHODS A questionnaire was electronically distributed from December 2018 to February 2019 to all current and former DIOs in ACGME-I accredited institutions in the Middle East. RESULTS Of 16 surveys sent, 11 (69%) were returned. All DIOs were physicians; the majority were women less than 55 years of age, and assumed the role of DIO in the past decade. Most DIOs felt prepared for the position and well supported by their institution and their program directors. All reported having additional roles beyond the DIO position. Most identified the most challenging aspect of their role related to GME budgets, training for their responsibilities, sharing best practices and documents such as DIO job descriptions and other key documents, and DIO training. CONCLUSIONS ACGME-I accreditation is a critical driver of efforts to define the DIO role. DIOs in the Middle East share common perceptions, experiences, and needs. Further research should identify professional development needs in an increasingly diverse international worldwide DIO community.
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Ibrahim H, Al Sharif FZ, Satish KP, Hassen L, Nair SC. Should I stay or should I go now? The impact of "pull" factors on physician decisions to remain in a destination country. Int J Health Plann Manage 2019; 34:e1909-e1920. [PMID: 31169326 DOI: 10.1002/hpm.2819] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2019] [Accepted: 05/15/2019] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND The recruitment and retention of a competent health care workforce is a worldwide problem. Globalization and increased mobility have provided skilled clinicians the freedom to offer their services in an interconnected global employment market, with multiple studies revealing a pattern of migration from low- and middle-income countries to high-income countries in North America, Western Europe, and more recently, the Middle East. The purpose of this study is to review the United Arab Emirates health care man power strategy and to assess the impact of pull factors on physician retention plans. METHODS The study employed a mixed-method comparative approach, comprising a comprehensive review of the literature on human resources for health issues and physician migration patterns, along with a cross sectional survey of expatriate physicians working in private and public sectors in the United Arab Emirates (UAE) between November 2018 and March 2019. RESULTS Of 479 physicians, 374 participated (79% response rate). Issues related to family and social life encouraged remaining in the UAE, including close proximity to extended family, social environment, and spouse's employment opportunities. The government's new policy to provide 10-year visas to health professionals was perceived as an important factor encouraging retention. Only 35% of respondents felt that their income was an important factor in deciding to remain in the UAE. Significant gender differences exist in physician migration decisions. CONCLUSION Factors influencing retention of the UAE's expatriate physician workforce are primarily lifestyle-related. Physicians also report positive perceptions of newly implemented visa policies.
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Affiliation(s)
- Halah Ibrahim
- Department of Internal Medicine, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates
| | - Fatema Zain Al Sharif
- Department of Family Medicine, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | | | - Lina Hassen
- American Community School, Abu Dhabi, United Arab Emirates
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Ibrahim H, Stadler DJ, Archuleta S, Cofrancesco J. Twelve tips to promote gender equity in international academic medicine. MEDICAL TEACHER 2018; 40:962-968. [PMID: 29073817 DOI: 10.1080/0142159x.2017.1388503] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Gender inequity in academic medicine remains an important issue worldwide, with more female faculty entering academic medicine internationally. Some academic institutions have initiated programs and created policies to promote gender equity, but disparities remain in faculty numbers, promotions rates, research productivity and access to funding and resources. We offer 12 tips for best practices in the broad domains of faculty recruitment, retention and scholarship, promotion and leadership that institutions and individual faculty can adopt to promote gender equity. While the 12 tips form a comprehensive approach, each tip can be implemented individually depending on institutional needs and culture. Each tip includes practical advice for implementation supported by a successful example from the literature.
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Affiliation(s)
- Halah Ibrahim
- a Department of Health Professionals Education, Johns Hopkins University Graduate School of Education , Baltimore , MD , USA
| | - Dora J Stadler
- b Department of Medical Education , Weill Cornell Medicine - Qatar , Qatar
| | - Sophia Archuleta
- c Department of University Medicine Cluster , National University Health System , Singapore
| | - Joseph Cofrancesco
- d Department of Medicine , Johns Hopkins University School of Medicine , Baltimore , MD , USA
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15
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Mathieson PW. Academic medicine should lead the way on gender equity: but it doesn’t. Postgrad Med J 2017; 93:717-718. [DOI: 10.1136/postgradmedj-2017-134931] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Revised: 06/20/2017] [Accepted: 06/27/2017] [Indexed: 11/03/2022]
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