Evolving Workplace Flexibility for U.S. Medical School Tenure-Track Faculty

Bunton, Sarah A.; Corrice, April

doi:10.1097/acm.0b013e31820ce51d

Cited by 45 publications

(42 citation statements)

References 8 publications

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“…3 Addressing stereotype-based gender bias is critical for the future of academic medicine. Interventions that treat gender bias as a remediable habit show promise in promoting gender equity 9 and transforming institutional culture [23][24][25][26][27] to achieve the full participation of women at all career stages. A critical step is to recognize when gender stereotyped assumptions are influencing judgments and decision making in ourselves and others, challenge them as unjust, and deliberately practice replacing them with accurate and objective data.…”

Section: Resultsmentioning

confidence: 99%

Stuck in the Out-Group: Jennifer Can't Grow Up, Jane's Invisible, and Janet's Over the Hill

Kaatz

Carnes

2014

Journal of Women's Health

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Fifty years after Title IX, women remain sparsely represented in high ranks and leadership in academic medicine. Although men and women enter the career pipeline at similar rates, academic medicine does not equivalently advance them. Currently, women account for 32% of associate professors, 20% of full professors, 14% of department chairs, and 11% of deans at U.S. medical schools-far from the near sex parity seen in medical students since the 1990s. Over 30 years of research confirms that gender stereotypes can operate to disadvantage women in review processes and consequently bar their advancement in domains like science and medicine. The authors present three vignettes to illustrate how gender stereotypes can also operate to disadvantage women in social interactions by positioning them in the ''out-group'' for many career-advancing opportunities. The authors argue that policies alone will not achieve gender equity in the academic medicine workforce. Addressing stereotype-based gender bias is critical for the future of academic medicine. Interventions that treat gender bias as a remediable habit show promise in promoting gender equity and transforming institutional culture to achieve the full participation of women at all career stages. A critical step is to recognize when gender stereotyped assumptions are influencing judgments and decision making in ourselves and others, challenge them as unjust, and deliberately practice replacing them with accurate and objective data.

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Section: Resultsmentioning

confidence: 99%

Stuck in the Out-Group: Jennifer Can't Grow Up, Jane's Invisible, and Janet's Over the Hill

Kaatz

Carnes

2014

Journal of Women's Health

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“…15,16,20 To reduce work-life conflict and facilitate faculty recruitment and retention, the majority of medical schools have developed flexibility policies aimed at improving workfamily compatibility. 21 Surveys conducted by the American Association of Medical Colleges (AAMC) have demonstrated considerable growth in adoption of flexibility policies by Liaison Committee on Medical EducationLCME-accredited medical schools. In 1983, only 26% of medical schools offered probationary periods beyond 8 years for clinical or basic science faculty.…”

Section: Introductionmentioning

confidence: 99%

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

Beckett

Nettiksimmons

Howell

et al. 2015

Journal of Women's Health

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Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work-life satisfaction for faculty in a large U.S. medical school. Methods: Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Healthfunded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Results: Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work-life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work-life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work-life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. Conclusion: This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work-life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles.

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“…In Howell et al study, no significant change was observed in faculty members' role based on age, gender, work experience, academic rank, or discipline (12). Bunton and Corrice, Linzer et al and Nassar (8,15,24) contrary to Crespo (37) came to the conclusion that female medical faculties serve less time because of more challenges in balancing work and life. In the current study, gender was not considered in terms of the amount of time to be available; rather the objective was set as the need for female faculties in some departments because of cultural considerations.…”

Section: Discussionmentioning

confidence: 73%

“…A review of studies shows that in recent decades, following the dramatic changes taking place in health care delivery services and medical education, faculty members face growing workloads (8,9) and the schools' need for academic staff has increased, as well (10). However, since a large percentage of the total costs of academic health centers are allocated to the medical faculty members, departments need to have an accurate tool to be accountable in assessing the growing demand for faculty members (11).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Model to Estimate Staffing Requirements of Medical Faculties of Medical Sciences Universities in Iran

Kashkalani

Maleki

Tabibi

et al. 2017

Iran Red Crescent Med J

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Background: No specific model has been developed so far to determine the number of clinical faculty members required for medical schools as the most important and most costly workforce. Objectives: Since any action in this regard needs to understand the current status, this study aimed to identify the factors and variables involved in staffing of medical schools in Iran. Methods:This was an analytical descriptive study conducted with qualitative approach in early 2016. Participants included 15 educational deputies of Medical Sciences Universities in Iran who were selected through purposeful intensity sampling. Data were collected using in-depth interviews and analyzed using inductive qualitative content analysis via seven-stage framework analysis. Results: Five categories of factors were identified to affect the number of clinical faculties in Medical Sciences Universities of Iran, namely "faculties' functions and range of work", "characteristics of faculty members", "features of the faculties' service delivery location", "department/major properties", and "dominating objectives and policies". Conclusions: A variety of subjective and inaccurate factors are considered for estimating the required number of clinical faculties in Iran among which only a few are the same as criteria for other faculties. The prerequisites that organize the factors and components in the form of a system are: clearly determining the responsibility of clinical education space and then, defining relatively identical financial incentives for various functions of faculty members.

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Evolving Workplace Flexibility for U.S. Medical School Tenure-Track Faculty

Cited by 45 publications

References 8 publications

Stuck in the Out-Group: Jennifer Can't Grow Up, Jane's Invisible, and Janet's Over the Hill

Stuck in the Out-Group: Jennifer Can't Grow Up, Jane's Invisible, and Janet's Over the Hill

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

A Conceptual Model to Estimate Staffing Requirements of Medical Faculties of Medical Sciences Universities in Iran

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