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Mossanen JC, Schmidt M, Brücken A, Thommes M, Marx G, Sopka S. Short-time mentoring - enhancing female medical students' intentions toward surgical careers. MEDICAL EDUCATION ONLINE 2024; 29:2347767. [PMID: 38696113 PMCID: PMC11067559 DOI: 10.1080/10872981.2024.2347767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Accepted: 04/22/2024] [Indexed: 05/05/2024]
Abstract
BACKGROUND Women pursuing a career in surgery or related disciplines are still in the minority, despite the fact that women compose at least half of the medical student population in most Western countries. Thus, recruiting and retaining female surgeons remains an important challenge to meet the need for surgeons and increase the quality of care. The participations were female medical students between their third and fifth academic year. In this study, we applied the well-established psychological theory of planned behavior (TPB) which suggests that the intention to perform a behavior (e.g. pursuing a career in surgery) is the most critical and immediate predictor of performing the behavior. We investigated whether a two-part short-mentoring seminar significantly increases students' intention to pursue a career in a surgical or related specialty after graduation. METHOD The mentoring and role-model seminar was conducted at 2 days for 90 minutes by six inspiring female role models with a remarkable career in surgical or related disciplines. Participants (N = 57) filled in an online survey before (T0) and after the seminar (T1). A pre-post comparison of central TPB concept attitude towards the behavior, 2) occupational self-efficacy and 3) social norm) was conducted using a paired sampled t-test. A follow-up survey was administered 12 months later (T2). RESULTS The mentoring seminar positively impacted female students' attitude towards a career in a surgical specialty. Female students reported a significantly increased positive attitude (p < .001) and significantly higher self-efficacy expectations (p < .001) towards a surgical career after participating in the mentoring seminar. Regarding their career intention after the seminar, female students declared a significantly higher intention to pursue a career in a surgical specialty after graduating (p < .001) and this effect seems to be sustainable after 1 year. CONCLUSION For the first time we could show that short-mentoring and demonstrating role models in a seminar surrounding has a significant impact on female medical student decision´s to pursue a career in a surgery speciality. This concept may be a practical and efficient concept to refine the gender disparity in surgery and related disciplines.
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Affiliation(s)
- J. C. Mossanen
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - M. Schmidt
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - A. Brücken
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - M. Thommes
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - G. Marx
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - S. Sopka
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
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Mayowski CA, Norman MK, Proulx CN, Hamm ME, Martin MK, Zellers DF, Rubio DM, Levine AS. Evaluation of two longitudinal faculty leadership training programs: behavioral change and institutional impact. J Health Organ Manag 2022; ahead-of-print. [DOI: 10.1108/jhom-03-2022-0088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeBuilding leadership skills among faculty in academic medicine is essential, yet professional development programs focused on leadership are not always attentive to the needs of faculty on diverse career pathways or at differing career stages—nor are they often rigorously assessed. Evaluations commonly focus on participant satisfaction and short-term learning but not behavior change and institutional impact, which are difficult to assess but arguably more meaningful. Given the substantial time and money invested in these programs, more rigorous evaluation is critical.Design/methodology/approachThe authors evaluated an intensive, shared leadership-focused training program for early-career and mid-career faculty, offered by the University of Pittsburgh’s School of Medicine over the course of a year. They administered a pre/post-program assessment of confidence in key skill areas, and conducted semi-structured interviews with 21 participants between 1–4 years after program completion.FindingsParticipants in both programs showed statistically significant improvement (p < 0.001) on every item measured in the pre/post-test. Analysis of the interviews revealed indications of substantial behavior change as well as institutional impact. The evaluation also suggested particular benefits for female professionals.Originality/valueThe authors conducted a long-term assessment of leadership training focused on career pathway and career stage and found that it (a) prompted both positive behavioral change and institutional impact and (b) suggested benefits for female faculty in particular, which could potentially help to eliminate gender-based disparities in leadership in academic medical centers.
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Gender differences in the professional experiences of Iran specialists in American academia. SN SOCIAL SCIENCES 2022; 2:272. [PMCID: PMC9735136 DOI: 10.1007/s43545-022-00585-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 11/30/2022] [Indexed: 12/14/2022]
Abstract
The work on gender differences in academic life spans a wide array of colleges and universities, scholarly disciplines, and countries. Using a survey conducted in 2016 to capture “the state of the field” in Iranian Studies as US–Iran relations were in a brief thaw, this paper draws on some of these perspectives and explores gender differences in the professional experiences of Iranian Studies scholars working in the USA. Iranian Studies has grown and diversified in the USA since the 1960s. This expansion occurred despite disruptions in Iran itself and in US–Iranian relations since 1979, with many US-based Iran specialists having heritage connections to Iran. The survey, which is the first of its kind conducted among this particular academic community, covered a range of topics related to respondents’ academic and professional experiences, career outlook, and political activities. The results spotlight some notable differences—statistically significant differences in several cases—in the professional experiences of men and women in this academic field. Women respondents were more likely to be of junior rank or graduate students and were more likely than men to feel that gender identity influenced their professional milestones. Women were more likely to list the desire for social impact as a professional motivation than men. Women tended to feel less sanguine about the state of their careers, their professional environment, their career prospects, and the state of the Iranian Studies field as a whole. Some of these attitudes varied depending on their self-identification as Iranian, Iranian-American or American, while some held true across self-identification. These results mostly confirmed expectations based on similar research discussed in our literature review.
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Zhang T, Li L, Bian Y. Final-year pharmacy undergraduate students' career intention and its influencing factors: a questionnaire study in northwest China. BMC MEDICAL EDUCATION 2020; 20:405. [PMID: 33148230 PMCID: PMC7640686 DOI: 10.1186/s12909-020-02342-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Accepted: 10/29/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Career intention is closely related to the distribution of university graduates across sectors in pharmacy-related field. The aim of the study was to describe career intention and identify its influencing factors among final-year pharmacy undergraduate students in China. METHODS A questionnaire study on demographic characteristics, educational situation, family background, occupational value and career intention was conducted among final-year pharmacy undergraduate students at three universities in northwest China. Exploratory factor analysis was used to identify the constructs of occupational value. Multinominal logistic regression was adopted to analyse the factors influencing career intention. RESULTS Among the 275 student participants, 62.6% intended to work in public medical institutions (rural: 44.4%; urban: 18.2%), 26.5% aimed to work in the pharmaceutical industry, 6.5% wanted to work in other sectors in the pharmacy-related field, and 4.4% planned to work in other fields. Their gender, father's education level, monthly household income per capita, whose opinions were considered most during job selection, the self-gratification factor of occupational value, and employment guidance had significant impacts on students' career intentions. CONCLUSION In the Chinese background, the career intention of more than half of the undergraduate pharmacy students was to work in public medical institutions. The career intentions of the overall participants were mainly determined by their gender, family background as well as psychological self-gratification, and they could also be influenced by employment guidance.
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Affiliation(s)
- Tianqi Zhang
- Institute of Chinese Medical Sciences & State Key Laboratory of Quality Research in Chinese Medicine, University of Macau, Avenida da Universidade, Taipa, Macau, China
| | - Lingui Li
- College of Management, Ningxia Medical University, 1160 Shengli Street, Yinchuan, Ningxia Province China
| | - Ying Bian
- Institute of Chinese Medical Sciences & State Key Laboratory of Quality Research in Chinese Medicine, University of Macau, Avenida da Universidade, Taipa, Macau, China
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Stoeger H, Heilemann M, Debatin T, Hopp MDS, Schirner S, Ziegler A. Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats. Ann N Y Acad Sci 2020; 1483:153-173. [PMID: 32862432 DOI: 10.1111/nyas.14476] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2019] [Revised: 07/29/2020] [Accepted: 07/30/2020] [Indexed: 11/30/2022]
Abstract
Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectiveness of three online mentoring formats, one-on-one mentoring, many-to-many group mentoring, and a hybrid form of the two. All three formats were implemented in different years in the Germany-wide online-only mentoring program, CyberMentor, whose platform enables communication and networking between up to 800 girls (in grades 5-13) and 800 women (STEM professionals) each year. We combined longitudinal mentee data for all first-year participants (N = 4017 girls, Mage = 14.15 years) from 9 consecutive mentoring years to evaluate and compare the three mentoring formats. Overall, all formats effected comparable increases in mentees' STEM activities and certainty about career plans. However, mentees' communication behavior and networking behavior on the mentoring platform differed between the three formats. Mentees in the hybrid mentoring format showed the most extensive STEM-related communication and networking on the platform. We also analyzed the explanatory contributions of STEM-related communication and networking on interindividual differences in the developmental trajectories of mentees' STEM activities, elective intentions in STEM, and certainty about career plans, for each format separately.
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Affiliation(s)
- Heidrun Stoeger
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
| | - Michael Heilemann
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
| | - Tobias Debatin
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
| | - Manuel D S Hopp
- Department of Educational Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany
| | - Sigrun Schirner
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
| | - Albert Ziegler
- Department of Educational Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany
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Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09552-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Dorman HR, Strong JV, Tighe CA, Mast BT, Allen RS. Geropsychology career pipeline perceptions. J Clin Psychol 2020; 77:90-104. [PMID: 32761867 DOI: 10.1002/jclp.23035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 06/26/2020] [Accepted: 07/17/2020] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Using the framework of Social Cognitive Career Theory, this study aimed to ascertain attitudes and perceptions of geropsychology career paths, given the present notable geriatric workforce shortage. METHODS An online survey was developed iteratively and disseminated through various modalities (i.e., internet, email, word-of-mouth). Participants included 28 predoctoral and 76 professional geropsychologists (N = 107; age M = 39.18, SD = 12.05). The sample was largely female (72%), non-Hispanic White (89%), and has or was working towards their PhD (82%). RESULTS Results delineate attractive and unattractive aspects of common career options (academic, clinical Veterans Affairs [VA], clinical non-VA), and assessed the hypothetical proclivity and feasibility of switching between academic and clinically focused careers. The results found gender (women vs. men) and career stages (predoctoral vs. professional) to be significant contributors to career perceptions. CONCLUSIONS The present study advances past literature by unveiling potential avenues to ameliorate this workforce shortage within both clinical and academic fields in geropsychology.
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Affiliation(s)
- Hillary R Dorman
- Alabama Research Institute on Aging, College of Arts and Sciences, The University of Alabama, Tuscaloosa, Alabama, USA.,Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
| | - Jessica V Strong
- Department of Psychology, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada
| | - Caitlan A Tighe
- Department of Psychiatry, VISN 4 Mental Illness Research, Education and Clinical Center, VA Pittsburgh Healthcare System, Pittsburgh, Pennsylvania, USA.,Department of Psychiatry, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Benjamin T Mast
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky, USA
| | - Rebecca S Allen
- Alabama Research Institute on Aging, College of Arts and Sciences, The University of Alabama, Tuscaloosa, Alabama, USA.,Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
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Chen CP, Lalovic A. Career development for doctoral and postdoctoral trainees in Canada. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219828087] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Sieverding M, Eib C, Neubauer AB, Stahl T. Can lifestyle preferences help explain the persistent gender gap in academia? The "mothers work less" hypothesis supported for German but not for U.S. early career researchers. PLoS One 2018; 13:e0202728. [PMID: 30153285 PMCID: PMC6112653 DOI: 10.1371/journal.pone.0202728] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Accepted: 08/08/2018] [Indexed: 11/19/2022] Open
Abstract
Do lifestyle preferences contribute to the remaining gender gap in higher positions in academia with highly qualified women—especially those with children—deliberately working fewer hours than men do? We tested the “mothers work less” hypothesis in two samples of early career researchers employed at universities in Germany (N = 202) and in the US (N = 197). Early career researchers in the US worked on average 6.3 hours more per week than researchers in Germany. In Germany, female early career researchers with children had drastically reduced work hours (around 8 hours per week) compared to male researchers with children and compared to female researchers without children, whereas we found no such effect for U.S. researchers. In addition, we asked how long respondents would ideally want to work (ideal work hours), and results revealed similar effects for ideal work hours. Results support the “mothers work less” hypothesis for German but not for U.S. early career researchers.
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Affiliation(s)
- Monika Sieverding
- Department of Psychology, Heidelberg University, Heidelberg, Germany
- * E-mail:
| | - Constanze Eib
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Andreas B. Neubauer
- Department of Psychology, Heidelberg University, Heidelberg, Germany
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Thomas Stahl
- Department of Psychology, Heidelberg University, Heidelberg, Germany
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Kommentare zu Rentzsch, K., Harzer, C. & Wolter, J. (2017). Stellungnahme zur Lage des wissenschaftlichen Nachwuchses in der Psychologie. PSYCHOLOGISCHE RUNDSCHAU 2017. [DOI: 10.1026/0033-3042/a000378] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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