Gender Disparities in Academic Outcomes Among Graduates of a Canadian MD-PhD Program.
Joan Miguel Romero1, Mark Sorin1, Matthew Dankner1
1Faculty of Medicine and Health Sciences, McGill University, Montréal, QC, Canada ; Goodman Cancer Institute, McGill University, Montréal, QC, Canada.
Summary
Recent MD-PhD program alumni show increased diversity, with more women participating than in earlier cohorts. Further research is needed to identify and address training barriers for physician-scientists.
Area of Science:
- Medical Education
- Physician-Scientist Training
- Demographic Analysis
Background:
- Women have historically been underrepresented in MD and MD-PhD training programs.
- Understanding demographic shifts is crucial for equitable medical and scientific training.
- The physician-scientist role requires a unique blend of clinical and research expertise.
Purpose of the Study:
- To analyze the changing demographics of an MD-PhD program over time.
- To compare the representation and experiences of women and men in physician-scientist training.
- To identify potential barriers to successful physician-scientist career development.
Main Methods:
- A survey was administered to graduates and current students of the McGill University MD-PhD program.
- The survey included questions on demographics, training experiences, research metrics, and career considerations.
- Responses were collected and analyzed across three distinct time intervals: 1995-2005, 2006-2020, and current students.
Main Results:
- The response rate was 90.1% (64/71 participants).
- A significant increase in female representation was observed in the current student cohort compared to the 1995-2005 cohort (41.7% increase, p<0.01).
- Women reported identifying as physician-scientists less frequently than men and had less protected research time.
Conclusions:
- Recent MD-PhD program alumni are more diverse than earlier cohorts.
- Addressing barriers in physician-scientist training is essential for future success.
- Further investigation into gender-based disparities in protected research time and self-identification is warranted.
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