Trial reportJournal of women's health (2002)2017
A Randomized Controlled Trial to Improve the Success of Women Assistant Professors.
Trial report in Journal of women's health (2002), 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
20 citing papers in PubMed, 3 syntheses or guidelines pooled it, 45 citations in OpenAlex.
- Pooled it
- Pooled it
- Mentoring as an intervention to promote gender equality in academic medicine: a systematic review.BMJ open · 2021Pooled it
- Engaging Peer Mentors for Opportunity, Well-Being, and Equity Realization-A Leadership Intervention for Women in Academic Medicine.Journal of women's health (2002) · 2025Trial
- Career Trajectories of Women From Underrepresented Minority Groups at an Academic Medical Center.JAMA network open · 2021Trial
- Effects of Gender Bias and Stereotypes in Surgical Training: A Randomized Clinical Trial.JAMA surgery · 2020Trial
- Priorities to Support the Home-Life of Women Physicians: A Scoping Review and Key Informant Interviews.Journal of general internal medicine · 2026Review
- Female Leadership in Emergency Medicine: A Narrative Review (1999-2024).Journal of healthcare leadership · 2026Review
- Interventions designed to increase scholarly activity and achieve promotion among primarily junior clinical faculty in the United States: a scoping review.BMC medical education · 2025Article
- Interventions on gender equity in the workplace: a scoping review.BMC medicine · 2024Article
- Article
- An Analysis of Gender Bias in Plastic Surgery Resident Assessment.Journal of graduate medical education · 2021Article
- Factors that Influence Work Family Conflict for Women Faculty.MedEdPublish (2016) · 2021Article
- Assessment of Academic Achievement of Female Physicians in Japan.JAMA network open · 2020Article
- Gender Disparities in Academic Emergency Medicine: Strategies for the Recruitment, Retention, and Promotion of Women.AEM education and training · 2020Article
- Energizing the Conversation: How to Identify and Overcome Gender Inequalities in Academic Medicine.The Journal of continuing education in the health professions · 2020Article
- A Summary Report from the Research Partnership on Women in Science Careers.Journal of general internal medicine · 2019Review
- The gender gap in Italian academic medicine from 2005 to 2015: still a glass ceiling.La Medicina del lavoro · 2019Article
- The Robert Wood Johnson Nurse Faculty Scholars Diversity and Inclusion Research.Health equity · 2019Article
- Gender Pay Gaps in Medicine: Moving from Explanations to Action.Journal of general internal medicine · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundGiven the persistent disparity in the advancement of women compared with men faculty in academic medicine, it is critical to develop effective interventions to enhance women's careers. We carried out a cluster-randomized, multifaceted intervention to improve the success of women assistant professors at a research-intensive medical school. MATERIALS AND
methodsTwenty-seven departments/divisions were randomly assigned to intervention or control groups. The three-tiered intervention included components that were aimed at (1) the professional development of women assistant professors, (2) changes at the department/division level through faculty-led task forces, and (3) engagement of institutional leaders. Generalized linear models were used to test associations between assignment and outcomes, adjusting for correlations induced by the clustered design.
resultsAcademic productivity and work self-efficacy improved significantly over the 3-year trial in both intervention and control groups, but the improvements did not differ between the groups. Average hours worked per week declined significantly more for faculty in the intervention group as compared with the control group (-3.82 vs. -1.39 hours, respectively, p = 0.006). The PhD faculty in the intervention group published significantly more than PhD controls; however, no differences were observed between MDs in the intervention group and MDs in the control group.
conclusionsSignificant improvements in academic productivity and work self-efficacy occurred in both intervention and control groups, potentially due to school-wide intervention effects. A greater decline in work hours in the intervention group despite similar increases in academic productivity may reflect learning to "work smarter" or reveal efficiencies brought about as a result of the multifaceted intervention. The intervention appeared to benefit the academic productivity of faculty with PhDs, but not MDs, suggesting that interventions should be more intense or tailored to specific faculty groups.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.