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The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership National results and benchmarking presentation.

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Presentation on theme: "The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership National results and benchmarking presentation."— Presentation transcript:

1 The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership National results and benchmarking presentation

2 How to Use This Presentation This presentation contains editable charts you can use to compare and benchmark your school with the average of all U.S. medical schools fully accredited by the LCME. Currently all charts show national data. To edit the charts: 1.Click on the link at the bottom of the slide you want to edit to take you to the appropriate benchmarking table. 2.Find the data you’d like to display for your school. 3.Right click on the chart for “My Institution” and select “Edit Data” 4.Add the data for your school into the spreadsheet that pops up. 5.Click on the title “My institution” to add the name of your medical school Error with older PowerPoint Versions: If your charts do not show the correct percentages, and instead show [value], follow these steps to fix: 1.Right click on the data labels “[value]” 2.Select “Format data labels” 3.Check “Value” and click the “Reset Label Text” button. This should show the values for the national data. This presentation is fully editable. Choose the data aspects that are most important for your school or program. We suggest you craft your presentation to include an introduction, overview of the data, and end with action steps. We have included suggested slides in this presentation for your use. More information can be found in the full report at  If you would like to reproduce any figures from the report for your presentation, please use the Permission to Reproduce AAMC Material request form.Permission to Reproduce AAMC Material request form (Remove this slide before presenting)

3 About This Presentation This editable presentation template was created to assist schools in understanding “The State of Women in Academic Medicine: Understanding the Pipeline and Pathways to Leadership” report data and compare their progress in advancing women faculty with the national data. The presentation template was created by Claudia Raezer, Program Specialist, Women in Medicine and Science and Diana Lautenberger, M.A.T., Director, Women in Medicine and Science, Association of American Medical Colleges. Please send any feedback or suggestions about this presentation template to

4 What’s the Current State of Women in Academic Medicine and Science? The proportion of female applicants applying to medical school has continued to drop since it peaked in (51% female applicants in to 46% female applicants in ). Women make up 38% of all full time faculty. The proportion of full professors who are women has increased 7 percentage points since 2004 (14%-22%), but the percentage of new tenured positions given to women has remained the same (30%). The only academic rank with more women than men faculty is instructor. Women continue to hold a significantly smaller number of key leadership positions  15% Department Chairs  16% Deans Women are relatively well represented in deans office administrative roles  46% assistant deans  38% associate deans  34% senior associate deans

5 Where does the data come from? Data from this presentation is from the Report “The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership” and benchmarking tables published by the Association of American Medical Colleges.The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership The report collects data from the biennial Women in medicine and Science (WIMS) Benchmarking Survey distributed to the Group on Women in Medicine (GWIMS) and Science and Faculty Roster Representative at all LCME fully accredited medical schools in the U.S. 117 out of 129 fully accredited U.S. medical schools completed this survey for a 91% response rate Data from non-respondent schools was pulled from the Faculty Roster.

6 How are we doing?

7 Definitions Full Time: Remunerated work greater than 0.75 FTE (12 month contract) National: Refers to the aggregate cohort of all LCME-accredited who completed the survey

8 Total Full Time Faculty Source: Women in Medicine and Science Benchmarking Tables, Table 7Table 7

9 Full-Time Full Professors and Tenured Faculty Source: Women in Medicine and Science Benchmarking Tables, Table 7Table 7

10 Full-Time Full Professors by Gender Source: Women in Medicine and Science Benchmarking Tables, Table 7Table 7

11 Full-Time Full Tenured Faculty by Gender Source: Women in Medicine and Science Benchmarking Tables, Table 7Table 7

12 Promotions and Tenure for Full-Time Faculty Source: Women in Medicine and Science Benchmarking Tables, Table 8Table 8

13 New Hires and Departures for Full-Time Faculty Source: Women in Medicine and Science Benchmarking Tables, Table 6a and 6b6a6b

14 Permanent Administrative Leadership Positions Source: Women in Medicine and Science Benchmarking Tables, Table 9a and 10a9a10a

15 Major findings for (Your School Name) 1.(use this space to pull out 3-4 findings unique to your school based on the data provided above. Are you above or below national averages? Do you have successes or opportunities in areas different than the national numbers?) 2.(Fill in here) 3.(Fill in here)

16 What Women Say They Need To Succeed The AAMC Faculty Forward Engagement Survey shows that women respond with high levels of engagement and satisfaction with: Clear expectations about role and the path of advancement An equitable and diverse workplace Access to opportunities for development and advancement

17 How can we take action? Send aspiring women leaders to the AAMC Early and Mid-Career Women Faculty Professional Development Seminar. Have alums conduct seminars locally to teach faculty who couldn’t attend. Support women faculty in national professional development opportunities throughout the career lifecycle. Provide unconscious bias training for search and P&T committees. Use standard processes for all searches to reduce biases. Train both male and female students and faculty to effectively mentor across genders. Start a sponsorship program for women. Find out if your school has ever conducted a salary equity study. Find out how your faculty perceive your institution’s culture and climate. Support your local WIMS Groups on campus and empower women to support, mentor, and sponsor each other.

18 Our priorities and action steps (Use this slide to include other action items or targeted next steps based on your results. Consider linking these action items to your institution’s strategic plan and/or institutional goals) (These action steps should relate directly back to the major findings unique to your school in Slide 14)

19 The AAMC Can Help! Read the full report – provides detailed departmental information and longitudinal data over the past 10 and 5 yearsreport Send aspiring women leaders to the AAMC Early and Mid-Career Women Faculty Professional Development Seminar. Have alumni conduct seminars locally to teach faculty who couldn’t attend. Use the Faculty Forward Engagement Survey to learn more about how your faculty feel about the environment at your medical school and where perceived inequities exist. Attend an Unconscious Bias training lab for health professionsUnconscious Bias training Don’t know where to start in developing a WIMS program at your institution? Check out the Group on Women in Medicine and Science (GWIMS) Toolkit chapter on “How to Start and Maintain a WIMS Program.” The Toolkit also has a variety of resources for women faculty to develop skills needed to advance their career.Group on Women in Medicine and Science (GWIMS) Toolkit Get involved in GWIMS! Visit our website at or to join.


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