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Enhancing equity in academic surgery promotion practices.

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  • 1Department of Surgery, University of Chicago Medicine, IL; Department of Surgery, Vanderbilt University, Nashville, TN.

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Summary
This summary is machine-generated.

A new promotion process at the University of Chicago improved standardization and fairness for faculty, particularly for Black, Indigenous, and People of Color (BIPOC) and women. This initiative offers a potential model for other institutions to address promotion inequities.

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Faculty Development

Background:

  • Black, Indigenous, People of Color (BIPOC) and women faculty experience lower promotion rates than their White and male peers, even when controlling for productivity.
  • Existing promotion standards lack transparency and consistency, potentially perpetuating bias and inequity, including the 'minority tax' burden on underrepresented faculty.
  • There is a critical need for standardized and equitable promotion processes in academic medicine.

Purpose of the Study:

  • To develop and evaluate a standardized promotion criteria guide and advisory committee process at the University of Chicago.
  • To assess the impact of the new process on faculty perceptions of standardization, fairness, and equity.
  • To determine if the new process adequately acknowledges diverse contributions beyond traditional metrics.

Main Methods:

  • A promotion advisory committee developed a standardized criteria guide with 10-15 examples across clinical, research, and education missions.
  • A new domain for 'advocacy, community service, and social justice' was added to evaluation criteria.
  • Junior faculty completed self-evaluations, reviewed by division chiefs and the committee, followed by surveys assessing the process's utility and fairness.

Main Results:

  • The majority of junior faculty found the new process helpful for promotion planning and increased standardization.
  • The added domain was perceived to adequately acknowledge service contributions outside core missions.
  • No significant differences in perception were found based on race or gender, though BIPOC faculty found it more predictable and women felt it was less beneficial for gender equity.

Conclusions:

  • The University of Chicago's promotion aide and faculty evaluation process were well-received by junior faculty and division chiefs.
  • The intervention was perceived to enhance standardization and equity in the promotion process.
  • This model holds potential for other institutions aiming to improve equity in faculty promotion.