Evidence map›Paper›PMID 39334041›Full record

ArticleBMC medical education2024

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens.

Marianne Piano, Rebecca J Jarden, Tandy Hastings-Ison, Belinda J Lawford, Kristin Diemer, Flora Hui, Elaina Kefalianos, Gemma McKibbin

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Marianne PianoDepartment of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia. marianne.coleman@unimelb.edu.au.
Rebecca J JardenDepartment of Nursing, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.
Tandy Hastings-IsonAustin Health, Melbourne, Australia.
Belinda J LawfordDepartment of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.
Kristin DiemerDepartment of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.
Flora HuiDepartment of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.
Elaina KefalianosDepartment of Audiology and Speech Pathology, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.
Gemma McKibbinDepartment of Social Work, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundEarly- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia.

objectivesDetermine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace.

methods114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey.

resultsWhilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways.

conclusionEarly- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

Indexed as

Cultural DiversityFocus GroupsAdultAustraliaCareer ChoiceCareer MobilityCross-Sectional StudiesFaculty, MedicalFemaleHumansJob SatisfactionMaleSurveys and QuestionnairesUniversitiesWorkloadWorkplaceAcademicEarly-careerHealth sciencesInterprofessionalProfessionalTertiary education

Identifiers

PMID39334041
PMCPMC11428564

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.