Academic medicine : journal of the Association of American Medical Colleges
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Multicenter Study
Gender differences in publication productivity, academic position, career duration, and funding among U.S. academic radiation oncology faculty.
This study aimed to analyze gender differences in rank, career duration, publication productivity, and research funding among radiation oncologists at U.S. academic institutions. ⋯ Determinants of a successful career in academic medicine are multifactorial. Data from radiation oncologists show a systematic gender association, with fewer women achieving senior faculty rank. However, women achieving seniority have productivity metrics comparable to those of male counterparts. This suggests that early career development and mentorship of female faculty may narrow productivity disparities.
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Randomized Controlled Trial Comparative Study
Promoting mentorship in translational research: should we hope for Athena or train mentor?
Despite consensus that mentorship is a critical determinant of career success, many academic health centers (AHCs) do not provide formal training for their mentors. In part, this problem arises from a lack of evidence-based mentorship training curricula. In this issue of Academic Medicine, Pfund and colleagues from 16 AHCs, including 15 Clinical Translational Science Award institutions report the results of a randomized, controlled trial that addressed this research gap. ⋯ Organizations must monitor the implementation of these structures in the day-to-day process of mentorship. Finally, institutions must develop measures to track outcomes for both mentors and mentees, and create incentives to achieve those outcomes. In the current environment of constrained research funding and competing demands from clinical and educational programs, a substantive organizational commitment to mentorship is necessary to ensure that the next generation of mentees achieves success in translational research.
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Medical student mistreatment has been recognized for decades and is known to adversely impact students personally and professionally. Similarly, burnout has been shown to negatively impact students. This study assesses the prevalence of student mistreatment across multiple medical schools and characterizes the association between mistreatment and burnout. ⋯ Medical student mistreatment remains prevalent. Recurrent mistreatment by faculty and residents is associated with medical student burnout. Although further investigation is needed to assess causality, these data provide impetus for medical schools to address student mistreatment to mitigate its adverse consequences.
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Comparative Study
Frequency and negative impact of medical student mistreatment based on specialty choice: a longitudinal study.
According to responses to the Association of American Medical Colleges' Medical School Graduation Questionnaire, 17% to 20% of medical students report mistreatment. This study examined the longitudinal nature of medical student mistreatment based on specialty choice. ⋯ Mistreatment based on specialty choice is a distinct and common phenomenon perpetuated by faculty, residents, and peers. More research is needed to explore the potential hidden curriculum drivers of these findings and to develop interventions specifically targeting this type of mistreatment.
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Although evidence of medical student mistreatment has accumulated for more than 20 years, only recently have professional organizations like the Association of American Medical Colleges (AAMC) and the American Medical Association truly acknowledged it as an issue. Since 1991, the AAMC's annual Medical School Graduation Questionnaire (GQ) has included questions about mistreatment. Responses to the GQ have become the major source of evidence of the prevalence and types of mistreatment. ⋯ The authors discuss what mistreatment is, including the changing definitions from the GQ; the prevalence, types, and sources of mistreatment; and evidence of students reporting incidents. In addition, they discuss next steps, including better defining mistreatment, specifically public humiliation and belittling, taking into account students' subjective evaluations; understanding and addressing the influence of institutional culture and what institutions can learn from current approaches at other institutions; and developing better systems to report and respond to reports of mistreatment. They conclude with a discussion of how mistreatment currently is conceptualized within the medical education system and the implications of that conceptualization for eradicating mistreatment in the future.