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Considering Context in Academic Medicine: Differences in Demographic and Professional Characteristics and in Research Productivity and Advancement Metrics Across Seven Clinical Departments
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Aug 2015
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Source: Acad Med. 90(8):1077-1083
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Alternative Title:Acad Med
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Description:Purpose
To understand the disciplinary contexts in which faculty work, the authors examined demographics, professional characteristics, research productivity, and advancement across seven clinical departments at Harvard Medical School (HMS) and nationally.
Method
HMS analyses included faculty from seven clinical departments—anesthesiology, medicine, neurology, pediatrics, psychiatry, radiology, and surgery—in May 2011 (N = 7,304). National analyses included faculty at 141 accredited U.S. medical schools in the same seven departments as of December 31, 2011 (N = 91,414). The authors used chi-square and Wilcoxon Mann-Whitney tests to compare departmental characteristics.
Results
Heterogeneity in demographics, professional characteristics, and advancement across departments was observed in HMS and national data. At HMS, psychiatry had the highest percentage of underrepresented minority faculty at 6.6% (75/1,139). In anesthesiology, 24.2% (128/530) of faculty were Asian, while in psychiatry only 7.9% (90/1,139) were (P < .0001). Female faculty were the majority in pediatrics and psychiatry, while in surgery 26.3% (172/654) of the faculty were female (P < .0001). At HMS, surgery, radiology, and neurology had the shortest median times to promotion and the highest median number of publications, H-index, and second-degree centrality. Neurology also had the highest percentage of faculty that had been principal investigators on a National Institutes of Health funded grant.
Conclusions
There were differences in demographics, professional characteristics, and advancement across clinical departments at HMS and nationally. The context in which faculty work, of which department is a proxy, should be accounted for in research on faculty career outcomes and diversity inclusion in academic medicine.
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Pubmed ID:25853687
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Pubmed Central ID:PMC8351792
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Volume:90
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Issue:8
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