医生助理研究中的性别差异,专业目标和对支持的看法
Sara Lolar1,2,3, Robert D Welch1,2,3, Alexandria Garino1,2,3
1Sara Lolar, MS, PA-C, is an assistant professor, Wayne State University, Physician Assistant Studies, Detroit, Michigan.
概括
虽然医生助理 (PA) 教育者同样重视晋升,但男性在教师过渡期间报告了更明确的目标和更多的机构支持. 这项研究发现,在PA教育工作者中,奖学金态度的性别差异很少.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 医生助理研究 医生助理研究
背景情况:
- 医生助理 (PA) 教育者主要是女性,但男性获得更高的学术等级和发表更多.
- 现有的研究表明,在PA教育中,性别在学术进步和学术成果方面存在潜在的差异.
研究的目的:
- 调查男性和女性医生助理 (PA) 教育者之间的研究兴趣,推广目标和感知到的机构支持方面的差异.
- 探索PA职业内在学术进步中的潜在基于性别的差异.
主要方法:
- 一项先前涉及医生助理 (PA) 计划的横截面研究的子集分析.
- 基于地区和卡内基分类的PA程序的分层随机抽样.
- 匿名调查分发给PA教师,使用分层样本设计分析数据.
主要成果:
- 51%的应答率 (N=110) 63%的人认为自己是女性,36%认为自己是男性.
- 男性报告的职业研究文章明显多 (5.67) 比女性 (1.56).
- 与女性相比,男性更有可能成为常任教授 (15%),感觉在教师过渡期间得到更多支持 (72.5%对52.9%),并且有更明确的5年晋升目标 (80%对58.8%).
结论:
- 在这个特定的研究队列中,性别之间没有发现出版物数量的统计差异.
- 与男性相比,女性在教师角色转换期间报告了较低的感知机构支持.
- 虽然两种性别都重视晋升,但男性表现出更有意义的职业进步目标设定.
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