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“And The Winner Is . . .”: Characteristics of Recipients of Faculty Teaching Awards
Samantha L. Wood, MD; Casey Z. MacVane, MD, MPH; Sara W. Nelson, MD; Jana Ricker; Tania D. Strout, PhD, RN, MS
Department of Emergency Medicine, Maine Medical Center, Portland, ME & Tufts University School of Medicine, Boston, MA
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TAKE HOME POINTS
STUDY OBJECTIVES
To describe the characteristics of academic Emergency Medicine physicians receiving EM-residency-based teaching awards during the academic year.
We hypothesized that receipt of a teaching award would be associated with male gender.
We also sought to describe the academic rank, career track, years in practice, and ACGME core faculty status of award recipients.
Preliminary analysis suggests that male gender was significantly associated with receipt of teaching awards for academic Emergency Medicine physicians.
There were also differences in the characteristics of award recipients based on career track, years in practice, and academic rank.
BACKGROUND
METHODOLOGY
Despite increasing numbers of women in medicine, they remain underrepresented in the higher ranks of academic medicine.
We wondered if a similar gender-based difference was present in teaching awards presented to Emergency Medicine physicians.
One component of the advancement process is demonstration of excellence in teaching, often evidenced by the receipt of teaching awards.
We also wondered if there were differences in other award recipient characteristics, such as academic rank, career track, and others.
Evidence from other disciplines indicates that teachers are evaluated differently by learners based on their gender.
DESIGN
Correlational study using a web-based survey
SETTING
US ACGME-accredited Emergency Medicine
residency programs
SUBJECTS
Residency coordinators for US EM programs
PROCEDURE
Electronic survey using Dillman’s Tailored
Design Method
ANALYSES
Descriptive statistics, correlation analyses,
chi-square analysis
Disclosures: None

2. Photo of female doc teaching
“And The Winner Is . . .”: Characteristics of Recipients of Faculty Teaching Awards
Samantha L. Wood, MD; Casey Z. MacVane, MD, MPH; Sara W. Nelson, MD; Jana Ricker; Tania D. Strout, PhD, RN, MS
Department of Emergency Medicine, Maine Medical Center, Portland, ME & Tufts University School of Medicine, Boston, MA
RESULTS
CONCLUSIONS
Photo of female doc teaching
In this sample of EM programs:
Teaching awards were received by a significantly greater proportion of:
Men (vs. women)
Academic track physicians (vs. clinical track)
Assistant Professors (vs. Instructors, Associates, and Professors)
Those with 6-15 years in practice (vs. 0-5 or >/= 16 years).
The proportion of award recipients who were and were not ACGME Core Faculty did not differ.
Additional analysis accounting for faculty composition -- gender, track, rank, and practice time -- is needed, as is research examining the effect of observed differences on academic advancement.
129 programs reported on 117 awards, including 74 teaching awards.
Award receipt was significantly associated with:
Academic status (vs. Clinical) p < 0.001
Assistant Professor rank (vs. Instructor, Associate, or Full Professor) p < 0.001
6-15 years in practice (vs. 0-5 or 16+) p < 0.001
Male gender (vs. female) p < 0.001
When controlling for career track, career length, and academic rank, the gender effect persisted, p <
Teaching award winners were 72.1% male and 27.9% female.  Faculty composition at the programs that reported on awards was 65.2% male and 34.7% female.
Disclosures: None