PDF(Pubmed)
Abstract：
BACKGROUND: The glass ceiling in academic medicine has resulted in lower pay and fewer career advancement opportunities for women. Creating change relies on preparing early-career women for positions of leadership, but most leadership programs focus on faculty, not trainees. The present exploratory qualitative study investigates how to prepare women medical students to be leaders in academic medicine.
METHODS: Focus groups with medical students and faculty who identify as women were conducted at an academic medical center in the West. A total of 25 individuals (10 students and 15 faculty) participated. Recordings of focus groups were transcribed and coded using thematic analysis until saturation of themes was achieved.
RESULTS: Codes were organized into three themes: obstacles, support systems, and self-presentation. Obstacles identified included the subthemes microaggressions, macroaggressions, a lack of female role models in leadership, and personal characteristics such as the ability to self-promote and remain resilient. Support systems included sponsorship, allyship, mentorship, networking, and gender-specific role modeling subthemes. Self-presentation involved learning behaviors for demonstrating leadership and exuding confidence, being strategic about career moves, resiliency, and navigating social norms.
CONCLUSIONS: The key themes of obstacles, support systems, and self-presentation are targets for systemic and individualistic improvement in leadership development.
METHODS: Focus groups with medical students and faculty who identify as women were conducted at an academic medical center in the West. A total of 25 individuals (10 students and 15 faculty) participated. Recordings of focus groups were transcribed and coded using thematic analysis until saturation of themes was achieved.
RESULTS: Codes were organized into three themes: obstacles, support systems, and self-presentation. Obstacles identified included the subthemes microaggressions, macroaggressions, a lack of female role models in leadership, and personal characteristics such as the ability to self-promote and remain resilient. Support systems included sponsorship, allyship, mentorship, networking, and gender-specific role modeling subthemes. Self-presentation involved learning behaviors for demonstrating leadership and exuding confidence, being strategic about career moves, resiliency, and navigating social norms.
CONCLUSIONS: The key themes of obstacles, support systems, and self-presentation are targets for systemic and individualistic improvement in leadership development.
摘要：
背景：学术医学中的玻璃天花板导致女性工资较低，职业晋升机会较少。创造变革依赖于早期职业女性为领导职位做好准备，但是大多数领导力课程都集中在教师身上，不是学员。本探索性定性研究调查了如何培养女医学生成为学术医学领导者。
方法：在西方的一个学术医疗中心开展了由医学生和教师确定为女性的焦点小组。共有25个人（10名学生和15名教师）参加。使用主题分析对焦点组的记录进行转录和编码，直到主题达到饱和为止。
结果：代码分为三个主题：障碍，支持系统,和自我介绍。确定的障碍包括次主题的微侵略，宏观侵略，缺乏女性领导榜样，和个人特征，如自我提升和保持弹性的能力。支持系统包括赞助，allyship,导师,网络,和性别特定的角色建模子主题。自我展示涉及学习行为，以展示领导力和散发出自信，对职业发展具有战略意义，弹性，引领社会规范。
结论：障碍的关键主题，支持系统,自我展示是领导力发展中系统和个人主义改进的目标。
方法：在西方的一个学术医疗中心开展了由医学生和教师确定为女性的焦点小组。共有25个人（10名学生和15名教师）参加。使用主题分析对焦点组的记录进行转录和编码，直到主题达到饱和为止。
结果：代码分为三个主题：障碍，支持系统,和自我介绍。确定的障碍包括次主题的微侵略，宏观侵略，缺乏女性领导榜样，和个人特征，如自我提升和保持弹性的能力。支持系统包括赞助，allyship,导师,网络,和性别特定的角色建模子主题。自我展示涉及学习行为，以展示领导力和散发出自信，对职业发展具有战略意义，弹性，引领社会规范。
结论：障碍的关键主题，支持系统,自我展示是领导力发展中系统和个人主义改进的目标。
