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Gender and international clinician educators
Dora J Stadler1, Sophia Archuleta2,3, Halah Ibrahim4
1Continuing Professional Development, Weill Cornell Medicine-Qatar, Doha, Qatar.
Postgraduate Medical Journal
|April 2, 2017
Summary
Fewer women are in clinician educator (CE) roles internationally, facing perceived gender gaps in advancement. Strategies are needed to improve gender equity in academic medicine and support women in these critical positions.
Area of Science:
- Medical Education
- Gender Studies in Medicine
- International Health Systems
Background:
- International medical education is evolving with competency-based residency programs.
- Understanding gender dynamics among clinician educators (CEs) is crucial for program development and equity.
Purpose of the Study:
- To identify gender disparities in international clinician educators and leaders.
- To examine CEs' perceptions of preparation, roles, rewards, job satisfaction, and retention factors by gender.
Main Methods:
- Cross-sectional surveys administered to CEs and leadership at international competency-based graduate medical education institutions.
- Data collected between June 2013 and June 2014.
Main Results:
- Female CEs were younger, more often single and childless, and less likely to hold academic appointments.
- A higher percentage of female CEs reported receiving no academic promotion rewards.
- Job satisfaction was similar across genders, but single women were more likely to stay in their country, while women with children were less likely to remain in academia.
Conclusions:
- A gender gap exists in the pipeline and perceived advancement for female CEs in international academic medicine.
- International programs require targeted strategies to increase women's entry and retention in CE tracks.
- Promoting gender equity is essential for sustainable and effective international medical education programs.