Examining How Gender Differences in Outcomes Develop Among Physician Researchers

描述（由申请人提供）：本研究旨在了解初级医师教职研究人员，特别是女性面临的障碍，以便为改善学术医学中的性别平等提供信息。尽管在过去四十年中，妇女参与医疗职业的人数急剧增加，但在学术医学高级职位上，妇女仍然明显是少数。一些人认为这些差异是由于性别在平衡工作与其他追求或研究与临床活动方面的偏好不同造成的。拟议的工作重点是一群极具选择性的、高度敏感的、以研究为导向的初级教员：获得美国国立卫生研究院K08和K23指导职业发展奖的医生。这样做可以最大限度地减少在进行研究的愿望和获得资金支助方面的潜在性别差异的影响，从而使其他挑战和障碍的影响得以孤立。在初步研究中，我们发现女性K08和K23获奖者获得后续独立R01资助的可能性明显低于男性同事。在这个应用中，我们提出了一个混合方法和跨学科的研究来阐明为什么这种差异存在。具体来说，为了确定学术成功的关键因素，并调查和促进这些高度积极和有成就的医师研究人员之间的性别平等，我们提出了一个三阶段的研究。在第一阶段，我们将对2005-2008年间获得NIH K08和K23奖的1425名医生进行大规模调查，以评估在获得关键资源（如受保护的研究时间和指导）方面的性别差异。然后，我们将对120名相关利益相关者进行访谈定性分析，其中包括60名前K08和K23获奖者及其导师。最后，我们将对2005-2008年获得K08和K23奖的1425名医生进行随访调查，以确定哪些资源、个人和机构特征与学术成功（包括发表、获得独立资助、满意度、晋升和保留）有关，并确定哪些因素主要介导这些结果的性别差异。通过这种方式，这项研究将阐明男性和女性学术成功的关键因素，包括揭示哪些因素是共同的，哪些是独特的，从而允许有针对性的干预措施的知情设计，以改善学术医学中的性别平等。公共卫生相关性：由于妇女与男同事有着不同的观点和不同的生活经历，她们参与学术事业可能会产生新的想法和方法。教员多样性对于推进医学院的研究、教育和临床任务至关重要。正如本应用试图阐明的那样，减少差距的努力必须以理解性别差异形成的机制为依据。

DESCRIPTION (provided by applicant): This study seeks to understand the barriers facing junior physician faculty researchers, and women in particular, in order to inform efforts to improve gender equity in academic medicine. Despite a dramatic increase in women's participation in the medical profession over the past four decades, women remain in the distinct minority in the senior positions of academic medicine. Some have dismissed these disparities as resulting from gender differences in preferences regarding the balance between work and other pursuits or between research and clinical activity. The proposed work focuses upon an extremely selective cohort of highly apt, research-oriented junior faculty members: physician-recipients of K08 and K23 mentored career development awards from the NIH. In so doing, it minimizes the impact of potential gender differences in the desire to pursue research and in access to monetary support, allowing for the impact of other challenges and barriers to be isolated. In a preliminary study, we discovered that female K08 and K23 awardees were significantly less likely to obtain a subsequent independent R01 grant than their male colleagues. In this application, we propose a mixed-methods and interdisciplinary study to illuminate why this disparity exists. Specifically, in order to identify the key elements of academic success and to investigate and promote gender equity among these highly motivated and accomplished physician-researchers, we propose a three-phase study. In the first phase, we will conduct a large-scale survey of the entire population of 1425 physicians receiving K08 and K23 Awards from the NIH in 2005-2008, in order to assess gender differences in access to critical resources, such as protected research time and mentoring. We will then proceed to conduct a qualitative analysis of interviews with 120 relevant stakeholders, including 60 former K08 and K23 recipients and their mentors. Finally, we will conduct a follow-up survey of the 1425 physicians receiving K08 and K23 Awards in 2005-2008 to determine which resources, individual, and institutional characteristics are associated with academic success, including publication, attainment of independent funding, satisfaction, promotion, and retention within academic medicine, as well as to identify which factors primarily mediate gender differences in these outcomes. In this way, this study will illuminate the key elements of academic success for men and for women, including revealing which elements are common and which are unique, allowing for the informed design of targeted interventions to improve gender equity in academic medicine. PUBLIC HEALTH RELEVANCE: Because women have different perspectives and different life experiences than their male colleagues, new ideas and approaches are likely to emerge from their participation in the academic enterprise. Faculty diversity is critically important for advancing the research, educational, and clinical missions of medical schools. Efforts to decrease disparities must be informed by an understanding of the mechanisms by which gender differences develop, as this application seeks to illuminate.