Closing the Gender Gap: Creating a Simulation Confidence and Negotiation Course for Women in Graduate Medical Education (1090-004020) (Developmental Research Projects: Communication, Debriefing, Faculty Training (By Invitation Only))
Start time: Thursday, February 4, 2021, 2:00 PM End time: Thursday, February 4, 2021, 3:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Worldwide, women are 75-80% of healthcare workers and comprise 38% of Academic Faculty.1-2 However, when looking at advanced positions, women are only 21% of Full Professors and less than 20% of Department Chairs and Medical School Deans.1,3 The identified causes are multifactorial, including work-life balance disparities, gender discrimination, sexual harassment, bias, lack of confidence, gender differences in negotiation, and lack of mentorship.1,4-5 A promising intervention is the implementation of career development programs (CDPs), with women physician participants demonstrating an increased retention in academics after eight years.6 However, these programs are expensive and time consuming. Simulation can effectively teach communication skills.7-8 Therefore, the research question for this project investigates if a condensed simulation CDP will result in improved communication skills, knowledge, and confidence to help address the gender leadership gap in medicine.
The design includes a 1-day, 9 hour curriculum. Targeted learners will be women in the last 1-2 years of residency or fellowship, for a total of 16. Assessment tools consist of a pre and post intervention knowledge based multiple-choice questionnaire (MCQ), confidence self-assessment (CSA), as well as a scored simulation scenario skills checklist. The session will start with an introduction, followed by the pre-course simulation, CSA and MCQ. The intervention consists of a morning educational content lecture followed by two formative simulations. After lunch is a second content lecture, and two more formative simulations. Formative simulations include debriefing by women academic faculty. The day will conclude with the post-course simulation, CSA and MCQ, followed by a group debrief and wrap up. The pre and post-course simulation scenarios will be video recorded and graded by two, separate study creators. The learners will be de-identified for pre and post course comparison.
The skills will be assessed in the pre and post intervention simulation scenarios utilizing a checklist. This checklist was specifically created for this curriculum, as there was no identified validated tool in the literature. The checklist was evaluated by content expert senior physicians of both genders, MBA graduates and faculty, as well as faculty development PhD educators. Knowledge will be assessed by a pre and post intervention multiple-choice questionnaire. Again, the content experts listed above reviewed this specifically designed questionnaire, as well as volunteers at the same educational level as our anticipated participants. Confidence assessment will be evaluated on a Likert scale tool created to align with the intervention’s objectives and curriculum. Data analysis will be conducted by the department’s statistician.