在学术医学教师晋升方面存在种族和民族差异
1Association of American Medical Colleges, 2450 N St NW, Washington, DC 20037, USA. emoy@aamc.org
JAMA
|September 7, 2000
概括
与白人教师相比,少数民族医学院教师的晋升率较慢. 包括黑人和西班牙裔在内的少数民族 (URM) 教师经历了明显较低的晋升率,突出了学术医学中持续存在的差异.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 以前的研究表明,少数民族医学院教师在晋升方面存在潜在的劣势.
- 了解这些差异对于促进学术医学中的多样性和公平性至关重要.
研究的目的:
- 进行对美国少数民族和白人医学院教师之间的晋升率进行比较分析.
- 识别和量化在学术医疗机构职业发展的种族/民族差异.
主要方法:
- 利用了美国医学院协会的教师名单系统的数据,包括1980-1989年间任命的50,145名全职教师.
- 在1997年之前,为白人,亚洲/太平洋岛民 (API),代表性不足的少数民族 (URM) 和其他西班牙裔教师,考核晋升为副教授或全职教授.
- 对包括队列,性别,职权状况,学位,部门,机构类型和国家卫生研究院 (NIH) 奖励收据在内的变量进行控制.
主要成果:
- 与URM教师相比,白人教师的晋升率更高 (46%的助理教授,50%的副教授),分别为30%和36%.
- 在统计调整后,URM教师的晋升可能性仍然明显低 (助理教授RR0.68,副教授RR0.81).
- API助理教授的晋升率也较低 (RR 0.91),而API副教授和其他西班牙裔教师的晋升率与白人教师相似.
结论:
- 该研究证实,少数民族教师,特别是URM人员,在美国医学院的晋升率低于白人同学.
- 这些发现强调了在学术进步方面持续存在的种族/民族差异,即使考虑到各种影响因素.
- 解决这些不平等问题对于在医学教师队伍中实现更大的多样性和包容性至关重要.
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