Gender-related differences in the pathway to and characteristics of U.S. medical school deanships.

Purpose: To explore factors that may be involved in the persistent paucity of women leaders in U.S. academic medicine and to provide baseline gender-related data for developing strategies to promote gender equity in academic medicine leadership.

Student mistreatment in medical school and planning a career in academic medicine.

Background: Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected].

Purpose: The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine.

Method: Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting.

Evaluating a leadership program: a comparative, longitudinal study to assess the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women.

Purpose: The Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program provides an external yearlong development program for senior women faculty in U.S. and Canadian medical schools.

New challenges facing interinstitutional social science and educational program evaluation research at academic health centers: a case study from the ELAM program.

Since the mid-1990s, the protection of human subjects through institutional review boards (IRBs) has progressively broadened in scope. In this case study, the authors describe their challenges in effectively handling IRB processes to conduct educational and social sciences research within academic health centers, particularly (1) complications in conducting longitudinal interinstitutional research that involves multiple IRBs, each with different procedures that changed over ten years; and (2) factors affecting consent form and survey response rates when applying the biomedical IRB process to obtain the consent of human subjects for participation in social and educational research. The authors had a unique opportunity to follow the effect of changes in consent forms (from no form to a one-page form to a three-page form requiring signature of a witness), ways of administration (in person or by mail), and time of administration (at the time of the program or years later) on consent form and survey response rates among medical and dental school faculty members.