The Gender Gap in Academic Medicine: Comparing Results From a Multifaceted Intervention for Stanford Faculty to Peer and National Cohorts

The following study assesses whether the proportion of women faculty, especially at the full professor rank, increased from 2004 to 2010 at Stanford University School of Medicine after a multifaceted intervention. The multifaceted intervention includes expanding diversity in faculty recruitment, providing greater access to institutional resources and structured professional development programs, creating skills building workshops, and encouraging professional networks. Implementation of the intervention was shown to increase satisfaction and proportion of women faculty, especially full professors, thereby suggesting that it may ameliorate the gender gap in academic medicine.

Topics:
Learning Environment, Organizational Factors, Practice Environment

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