The purpose of the present study was to evaluate the effects of race/ethnicity and socioeconomic status on consumer health care satisfaction ratings. The authors analyzed national data from the 2001 National Research Corporation Healthcare Market Guide Survey (N = 99 102). Four global and 3 composite ratings were examined. In general, satisfaction ratings were high across all global and composite measures; however, Asian/Pacific Islanders and Hispanics gave lower ratings than did whites, and African Americans gave a mix of higher and lower ratings (vs whites). Among the lowest ratings were those given by American Indians/Alaska Natives living in poverty. Race/ethnicity effects were independent of education and income. These findings are consistent with reports of continuing racial/ethnic disparities in both coverage and care. Programs to improve quality of care must specifically address these well-documented, severe, and persistent disparities. Keywords race; ethnicity; socioeconomic status; health care satisfaction One of the 2 main goals of Healthy People 2010, 1 a set of national health objectives, is the elimination of racial and ethnic disparities in health care. These disparities exist across many illnesses and health care services, and they are severe and persistent. 2 Well documented, for example, are worse outcomes for minority patients with major medical and psychiatric illnesses that are attributable, in part it appears, to racial/ethnic differences in the provision of health
This report shows the results of a survey of 5604 faculty in departments of medicine, 4200 of whom had postdoctoral research training. As a follow-up to a previous study of research activity in the same population, this retrospective survey focused on location of training, source of funding, structure of the training program, impact of the training experience on career development, and respondents' recommendations for changes in training programs. A predominant finding is that most postdoctoral training occurred in medical schools, and the primary source of funding was the National Institutes of Health. For faculty members with the MD degree, being an active researcher and principal investigator for a peer-reviewed research grant were associated with length of training. The average length of time between the end of postdoctoral research training and obtaining the first peer-reviewed research grant was 24 months, regardless of length of training, source of training support, training site, or type of academic degree (MD, MD-PhD, or PhD). The results of this survey suggest a tentative formula to be a successful researcher in academic medicine: 2 or more years of postdoctoral research training, including formal course work in the fundamental sciences pertinent to biomedical research; 2 to 3 years of full research support from the academic institution until the first extramural grant is obtained; and commitment of at least 33% of time to research activities. The results also suggest directions for change and improvement in future research training programs.
A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.
Data from a survey distributed to all full-time faculty in academic departments of psychiatry were used to examine possible sex differences in research activities and rank attainment among psychiatrists. A total of 1923 psychiatrists responded, 1564 men (81.3%) and 359 women (18.7%). Continuous dependent variables were analyzed by using analyses of covariance with the year graduated from medical school as a covariate. For categorical dependent variables, the sample was divided into four 10-year cohorts based on the year graduated from medical school, and differences between men and women were analyzed with chi 2 tests. Over the entire sample, men were more likely than women to have had research training, to have ever been principal investigators on peer-reviewed grants, to mentor research trainees, to be currently involved in research activities, and to meet defined criteria as a "researcher." Many gender differences remained significant after controlling for seniority and research training. In every cohort, the men had attained higher academic rank than the women. In general, differences in research activity and productivity were most marked in the youngest cohort. To ensure a rich talent pool for psychiatric research, efforts must be made to recruit and support researchers from among the increased number of women in psychiatry.
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