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Related Experiment Videos

Examining faculty awards for gender equity and evolving values.

Stephanie Abbuhl¹, Mirar N Bristol, Hera Ashfaq

¹Emergency Medicine, University of Pennsylvania School of Medicine, Philadelphia, PA, USA.

Journal of General Internal Medicine

|September 4, 2009

Summary

This summary is machine-generated.

Faculty awards at a medical school showed gender disparities, particularly in clinical awards. Awards need to reflect diverse faculty and evolving definitions of academic excellence.

Related Experiment Videos

Area of Science:

Academic Medicine
Faculty Development
Gender Equity in Science

Background:

Faculty awards recognize valued contributions in academic medicine.
Concerns exist regarding gender distribution in award recognition.
Evolving definitions of academic excellence require updated award criteria.

Purpose of the Study:

To examine gender equity in faculty awards.
To assess if awards reflect evolving values in academic medicine.

Main Methods:

Analyzed award recipient data (1996-2007) at the University of Pennsylvania School of Medicine.
Reviewed award descriptions to identify traditional vs. evolving concepts of excellence.
Assessed female-to-male ratio of award recipients over time.

Main Results:

Women received 28% of research awards and 29% of teaching awards.
Women received only 10% of clinical awards, showing a disparity.
Few awards recognized collaborative or team-based achievements.

Conclusions:

Award review is crucial for aligning recognition with faculty diversity.
Ensuring awards reflect evolving ideals of leadership and excellence is vital.
Addressing gender disparities in clinical awards is necessary.