Engaging Peer Mentors for Opportunity, Well-Being, and Equity Realization-A Leadership Intervention for Women in Academic Medicine.

The underrepresentation of women in senior positions persists in academic medicine. Data-driven strategies are needed to catalyze advancement. We designed a novel, National Institutes of Health-funded intervention-Engaging Peer Mentors for Opportunity, Well-Being, and Equity Realization (EMPOWER) to be evaluated in a randomized study.

Disparities During Family-Centered Rounds for Families Using Languages Other Than English.

Background/objective: Patient- and family-centered rounds (PFCR) have become a pediatric standard of care. However, rounds experiences of families using languages other than English (LOE)-particularly languages other than English or Spanish (LOES; eg, Arabic)-receive less focus. We aimed to identify differences in PFCR communication and engagement by language.

Pediatric nurse perspectives on patient- and family-centered rounds: A qualitative study.

Background: Patient- and family-centered rounding (PFCR) models are used widely in pediatric hospitals and have been associated with better communication and fewer errors. Although model fidelity and sustainability are well-documented challenges reported by physicians and families, nurse perspectives are less known.

Objective: Our objective was to identify benefits for nurses and describe barriers and facilitators to nurse involvement in a PFCR model.

Analysis of the Educational Debt of Board-Certified Pediatricians by Gender, Race, and Ethnicity Across the Age Spectrum.

Objective: To assess the characteristics of pediatricians' educational debt.

Methods: Using publicly available results from the American Board of Pediatrics Maintenance of Certification surveys (2019-2023), this cross-sectional study assessed the proportion of 1) female to male pediatricians and 2) pediatricians of various races and ethnicities to White pediatricians with educational debt by age, debt amount, and subspecialty.

Results: Overall, 31.

Revisiting a Faculty Career Management Life Cycle Model: Anticipating and Navigating Career Transitions in Academic Medicine.

Career management models are valuable tools for faculty pursuing a career in academic medicine. These models help faculty transition through various stages of their careers, including commonly pursued academic advancements from assistant professor to full professor, as well as less common transitions like moving from full-time to part-time status, taking sabbaticals, going on medical leave, or assuming executive leadership roles. The success of faculty members across these stages is influenced by both environmental factors and individual-level characteristics.

Gender Differences in the Path to Medical School Deanship.

Importance: Women account for only 28% of current US medical school deans. Studying the differences between women and men in their preparation to becoming deans might help to explain this discrepancy.

Objective: To identify differences in the leadership development experiences between women and men in their ascent to the medical school deanship.

Burnout Among Mid-Career Academic Medical Faculty.

Importance: Studies reveal that most physicians report symptoms of burnout. Less is known about burnout in mid-career medical faculty specifically.

Objective: To characterize burnout and its risk factors, particularly differences by gender, among mid-career medical faculty.

Leadership Experiences and Perceptions of Mid-Career to Senior Clinician-Scientists: A Qualitative Exploration.

Purpose: This study aimed to elucidate the experiences and perceptions of mid-career to senior clinician-scientists in academic medicine regarding pursuing, attaining, or rejecting leadership roles as well as their conceptualization of the influence of leadership in their broader career trajectories.

Method: The authors conducted a qualitative analysis of in-depth, semistructured interviews conducted in 2022 with a diverse sample of clinician-scientists who received new National Institutes of Health K08 or K23 Career Development Awards between 2006 and 2009. A total of 859 of the 915 survey respondents (94%) were eligible to be recruited for the qualitative study.

Professional Experiences and Career Trajectories of Mid- to Senior-Career Women Clinician-Scientists: A Qualitative Study.

Importance: Despite increasing evidence and recognition of persistent gender disparities in academic medicine, qualitative data detailing the association of gender-based experiences with career progression remain sparse, particularly at the mid- to senior-career stage.

Objective: To investigate the role gender has played in everyday professional experiences of mid- to senior-career women clinician-scientists and their perceptions of gender-related barriers experienced across their careers.

Design, Setting, And Participants: In this qualitative study, a total of 60 of 159 invited clinician-scientists who received National Institutes of Health K08 or K23 awards between 2006 and 2009 and responded to a survey in 2021 agreed to participate.

The Disproportionate Effects of the COVID-19 Pandemic on the Time Allocation of Recipients of NIH Career Development Awards Who Are Women or Caregivers of Dependents.

Purpose: To understand time allocation of a national medical faculty cohort 1.5-2 years after the COVID-19 pandemic began compared with before.

Method: From August 2021-April 2022, the authors conducted a retrospective survey of 1,430 clinician-researchers who received National Institutes of Health career-development awards between 2006-2009 asking about domestic and professional time allocation prepandemic and at the time of surveys (TOS).

Gender Representation of Editors at Journals Affiliated with Major U.S. Medical Societies.

To assess the gender composition of upper-level specialty-specific editor positions among United States (U.S.) medical society-affiliated journals and to evaluate the equitable inclusion of women and women physicians.

Disrupting Faculty-on-Faculty Bullying in Academic Medicine: An Innovative Workshop.

Introduction: Bullying, a severe form of mistreatment, occurs when an individual in an authority position intentionally imposes negative persistent behaviors on a target. In academic medicine, bullying is used to impede the target's professional growth. While there is abundant literature on how to disrupt other forms of mistreatment, the literature related to bullying among academic medical faculty members is scarce.

Analysis of Race and Ethnicity Among United States Medical Board Leadership.

The inequitable representation of women and members of racial and ethnic minority groups in leadership positions within academic medicine is an ongoing challenge with practical and realistic solutions. The purpose of this study was to assess the race and ethnicity of individuals in leadership positions among the 24 Member Boards of Directors (Boards) of the American Board of Medical Specialties (ABMS). We performed a cross-sectional analysis of the race and ethnicity patterns for individuals holding leadership positions among the 24 Boards of the ABMS as of March 1, 2022.