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Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education
BACKGROUND: Currently, 75–80% of the medical workforce worldwide consists of women. Yet, women comprise 21% of full professors and less than 20% of department chairs and medical school deans. Identified causes of gender disparities are multifactorial including work-life responsibilities, gender disc...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10103407/ https://www.ncbi.nlm.nih.gov/pubmed/37060057 http://dx.doi.org/10.1186/s12909-023-04170-y |
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author | Bona, Anna Ahmed, Rami Falvo, Lauren Welch, Julie Heniff, Melanie Cooper, Dylan Sarmiento, Elisa Hobgood, Cherri |
author_facet | Bona, Anna Ahmed, Rami Falvo, Lauren Welch, Julie Heniff, Melanie Cooper, Dylan Sarmiento, Elisa Hobgood, Cherri |
author_sort | Bona, Anna |
collection | PubMed |
description | BACKGROUND: Currently, 75–80% of the medical workforce worldwide consists of women. Yet, women comprise 21% of full professors and less than 20% of department chairs and medical school deans. Identified causes of gender disparities are multifactorial including work-life responsibilities, gender discrimination, sexual harassment, bias, lack of confidence, gender differences in negotiation and leadership emergence, and lack of mentorship, networking, and/or sponsorship. A promising intervention for the advancement of women faculty is the implementation of Career Development Programs (CDPs). Women physician CDP participants were shown to be promoted in rank at the same rate as men by year five, and more likely to remain in academics after eight years compared to both men and women counterparts. The objective of this pilot study is to investigate the effectiveness of a novel, simulation-based, single-day CDP curriculum for upper-level women physician trainees to teach communication skills identified as contributing to medicine’s gender advancement gap. METHODS: This was a pilot, pre/post study performed in a simulation center implementing a curriculum developed to educate women physicians on 5 identified communication skills recognized to potentially reduce the gender gap. Pre- and post-intervention assessments included confidence surveys, cognitive questionnaires, and performance action checklists for five workplace scenarios. Assessment data were analyzed using scored medians and descriptive statistics, applying Wilcoxon test estimation to compare pre- versus post-curriculum intervention scores, with p < 0.05 considered statistically significant. RESULTS: Eleven residents and fellows participated in the curriculum. Confidence, knowledge, and performance improved significantly after completion of the program. Pre-confidence: 28 (19.0–31.0); Post-confidence: 41 (35.0–47.0); p < 0.0001. Pre-knowledge: 9.0 (6.0–11.00); Post knowledge: 13.0 (11.0–15.0); p < 0.0001. Pre-performance: 35.0 (16.0–52.0); Post-performance: 46.0 (37–53.00); p < 0.0001. CONCLUSION: Overall, this study demonstrated the successful creation of a novel, condensed CDP curriculum based on 5 identified communication skills needed for women physician trainees. The post-curriculum assessment demonstrated improved confidence, knowledge, and performance. Ideally, all women medical trainees would have access to convenient, accessible, and affordable courses teaching these crucial communication skills to prepare them for careers in medicine to strive to reduce the gender gap. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04170-y. |
format | Online Article Text |
id | pubmed-10103407 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-101034072023-04-15 Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education Bona, Anna Ahmed, Rami Falvo, Lauren Welch, Julie Heniff, Melanie Cooper, Dylan Sarmiento, Elisa Hobgood, Cherri BMC Med Educ Research BACKGROUND: Currently, 75–80% of the medical workforce worldwide consists of women. Yet, women comprise 21% of full professors and less than 20% of department chairs and medical school deans. Identified causes of gender disparities are multifactorial including work-life responsibilities, gender discrimination, sexual harassment, bias, lack of confidence, gender differences in negotiation and leadership emergence, and lack of mentorship, networking, and/or sponsorship. A promising intervention for the advancement of women faculty is the implementation of Career Development Programs (CDPs). Women physician CDP participants were shown to be promoted in rank at the same rate as men by year five, and more likely to remain in academics after eight years compared to both men and women counterparts. The objective of this pilot study is to investigate the effectiveness of a novel, simulation-based, single-day CDP curriculum for upper-level women physician trainees to teach communication skills identified as contributing to medicine’s gender advancement gap. METHODS: This was a pilot, pre/post study performed in a simulation center implementing a curriculum developed to educate women physicians on 5 identified communication skills recognized to potentially reduce the gender gap. Pre- and post-intervention assessments included confidence surveys, cognitive questionnaires, and performance action checklists for five workplace scenarios. Assessment data were analyzed using scored medians and descriptive statistics, applying Wilcoxon test estimation to compare pre- versus post-curriculum intervention scores, with p < 0.05 considered statistically significant. RESULTS: Eleven residents and fellows participated in the curriculum. Confidence, knowledge, and performance improved significantly after completion of the program. Pre-confidence: 28 (19.0–31.0); Post-confidence: 41 (35.0–47.0); p < 0.0001. Pre-knowledge: 9.0 (6.0–11.00); Post knowledge: 13.0 (11.0–15.0); p < 0.0001. Pre-performance: 35.0 (16.0–52.0); Post-performance: 46.0 (37–53.00); p < 0.0001. CONCLUSION: Overall, this study demonstrated the successful creation of a novel, condensed CDP curriculum based on 5 identified communication skills needed for women physician trainees. The post-curriculum assessment demonstrated improved confidence, knowledge, and performance. Ideally, all women medical trainees would have access to convenient, accessible, and affordable courses teaching these crucial communication skills to prepare them for careers in medicine to strive to reduce the gender gap. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04170-y. BioMed Central 2023-04-14 /pmc/articles/PMC10103407/ /pubmed/37060057 http://dx.doi.org/10.1186/s12909-023-04170-y Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Bona, Anna Ahmed, Rami Falvo, Lauren Welch, Julie Heniff, Melanie Cooper, Dylan Sarmiento, Elisa Hobgood, Cherri Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title | Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title_full | Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title_fullStr | Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title_full_unstemmed | Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title_short | Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
title_sort | closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10103407/ https://www.ncbi.nlm.nih.gov/pubmed/37060057 http://dx.doi.org/10.1186/s12909-023-04170-y |
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