Helitzer Deborah L, Newbill Sharon L, Cardinali Gina, Morahan Page S, Chang Shine, Magrane Diane
1 Department of Family and Community Medicine, School of Medicine, University of New Mexico , Albuquerque, New Mexico .
2 Drexel University College of Medicine , Philadelphia, Pennsylvania.
J Womens Health (Larchmt). 2016 Apr;25(4):360-70. doi: 10.1089/jwh.2015.5354. Epub 2016 Mar 16.
Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine.
Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement.
The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty.
The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.
在过去几十年里，学术医学领域已在政策、实践和项目方面做出变革，以应对持续存在的性别差异以及与社会文化背景相关的其他问题。为帮助女性教员在学术医学领域取得成功，实施了三项职业发展项目：其中两项由美国医学院协会赞助，该协会于1988年启动了针对早期职业女性教员的职业发展项目。到1995年，它已演变为两个项目，一个针对早期职业女性，另一个针对中期职业女性。到2012年，来自美国和加拿大医学院校的4000多名女性教员参加了这些为期三天的强化项目。第三个全国性项目是1995年在德雷塞尔大学医学院设立的“海德薇格·范·阿美林根学术医学女性行政领导力（®）（ELAM）项目”。
对1988年至2010年间78场职业发展研讨会的反思进行电话访谈，其叙述描述了个人、机构和社会文化影响与参与者职业发展之间的动态关系。
这些叙述揭示了从参加职业发展项目到在学术医学领域取得自我定义的成功的途径，展现了一系列促进和/或阻碍项目参与以及项目结束后参与者在个人和机构系统中受益能力的影响因素。理解这些职业发展项目对女性职业发展重要性的背景存在于社会文化环境中，其中包括与性别相关的影响以及支持女性教员的机构实践的现状。
这些发现进一步证明，职业发展项目与机构领导者的战略、有意支持相结合，对于实现性别平等和多样性包容是必要的。
