Achieving a Critical Mass of Women Biomedical Faculty: Impact of 3 US Programs

描述(由申请者提供)：尽管有许多针对女性教员的职业发展计划，但女性继续以惊人的高比率离开学术医学。这项研究将考察参加了三个长期国家项目的女性教员对留任和职业成功的影响，每个项目都针对不同的职业阶段，与没有参加这些项目的女性和男性在相同职业阶段的比较。这项研究还旨在阐明有助于个人及其机构经验的模式和过程，以此作为一种手段，确定女性教员在获得学术卫生中心(AHC)领导职位和转变机构文化方面面临的障碍和促进者--历史的和新的、个人的和机构的。在由备受尊敬的女性和男性学术医学高级领导人组成的咨询委员会的指导下，这项研究的目标是评估参加职业发展强化培训计划对职业生涯早期和中期阶段的个别女性教员及其机构在留任和晋升方面的影响，同时核实和阐明参与这些计划对职业发展轨迹产生影响的方式。我们将试图发现，关于留任、学术晋升和行政晋升的调查结果如何受到以下因素的影响：(I)领导力发展计划中涉及的个人动态和个人/职业发展因素；(Ii)派遣女性教员参加此类计划的机构中的组织因素；(Iii)这些因素如何可能导致参加这些计划的女性的领导力发展和性别体验的增强；以及(Iv)这些因素的交互作用如何已经或可能导致组织文化的变化，以确保机构利用女性理科教员的智力资本的能力。伴随着这一回顾分析，我们将前瞻性地确定影响参加密集职业发展计划的女性助理和副教授的新出现的挑战，并为未来关于留任和晋升的研究建立基础设施。此外，这项研究将提供一套全面的发现，作为未来设计以女性为重点的创新领导力课程的基础，并提供有关文化变革的有用信息，以促进美国领先科学人才的招聘和留住。与公共健康相关：尽管有许多针对女性教员的职业发展计划，但女性继续以惊人的高比率离开学术医学。这项研究将评估过去20年来为支持学术卫生中心内妇女职业发展而实施的三种具体干预措施的有效性。这项研究的结果将确定这样的干预措施如何解决女性教员在担任领导职务和帮助或阻碍不断变化的机构文化方面面临的障碍和促进者，无论是历史的还是新的、个人的还是体制的。

DESCRIPTION (provided by applicant): Although there are numerous career development programs for women faculty, women continue to leave academic medicine at alarmingly high rates. This study will examine the impact on retention and career success of individual women faculty who participated in three long-standing national programs, each of which targeted a separate career stage, as compared to women and men, at the same career stages, who did not participate in these programs. This research also aims to elucidate the patterns and processes that contribute to the experience of individuals and their institutions as a means to identify the barriers and facilitators -historic and new, individual and institutional - that face women faculty in attaining positions of leadership at academic health centers (AHCs) and transforming institutional culture. Informed by the guidance of an Advisory Board composed of highly respected female and male senior leaders in academic medicine, the goal of the research is to assess the impact of participation in intensive career development training programs on individual women faculty at early and mid-career stages and their institutions, in terms of retention and promotion, while verifying and illuminating the ways in which participation in these programs affect career trajectories. We will attempt to discover how the findings on retention, academic promotion and administrative advancement are influenced by (i) individual dynamics and personal/professional development factors addressed in leadership development programs; (ii) organizational factors in institutions that send their women faculty to such programs; (iii) how these factors may have led to enhancement of leadership development and gender experience for women participating in these programs; and (iv) how the interaction of these factors has or can lead to a change in organizational culture to ensure the ability of institutions to capitalize on the intellectual capital of women science faculty members. Along with this retrospective analysis, we will prospectively identify new emerging challenges that affect women Assistant and Associate Professors attending intensive career development programs, and create an infrastructure for future research on retention and promotion. Additionally, this study will provide a comprehensive set of findings which can serve as the basis for a future design of an innovative women-focused leadership program as well as providing helpful information on the culture change needed to improve recruitment and retention of America's leading scientific minds. PUBLIC HEALTH RELEVANCE: Although there are many career development programs for women faculty, women continue to leave academic medicine at alarmingly high rates. This research will assess the efficacy of three specific interventions that have been in place over the last 20 years to support women's career development within academic health centers. The results of this research will identify the ways in which interventions such as these can address the obstacles and facilitators, historic and new, individual and institutional, which face women faculty in attaining positions of leadership and help or hinder changing institutional culture.