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<p class="MsoNormal"><span style="font-size:7.5pt;font-family:"Arial","sans-serif";color:#C7C7C7">de, articles on gender equity, biomedical research awards, professional identity formation, and more<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:13.5pt;font-family:"Georgia","serif";color:#103A71">What's New in</span><span style="font-size:13.5pt;font-family:"Georgia","serif";color:#444444">
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<em><span style="font-family:"Georgia","serif";color:#D97209">Academic Medicine</span></em></a><o:p></o:p></span></p>
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<p class="MsoNormal" align="right" style="text-align:right"><span class="applelinkswhite"><span style="font-family:"Georgia","serif";color:gray">June 11, 2016</span></span><span style="font-family:"Georgia","serif";color:gray"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">COMMENTARY<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">An Integrated Framework for Gender Equity in Academic Medicine
</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Alyssa Westring, PhD, Jennifer M. McDonald, Phyllis Carr, MD, and Jeane Ann Grisso, MD, MSc<br>
<em><span style="font-family:"Arial","sans-serif"">The authors review the collection of eight articles in this issue, focusing on four dimensions of culture that can be conducive to gender equity in biomedical careers.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864005%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=ZfU4Msn9F%2brX%2fThCmUqCO8ZL1udKpALzpfZRvQMzc7I%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">PERSPECTIVES<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Professional Identity Formation and the Clinician Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines
</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Norman D. Rosenblum MD, Manon Kluijtmans PhD, and Olle ten Cate PhD<br>
<em><span style="font-family:"Arial","sans-serif"">The authors address the imperative to support the development of a defined clinician scientist professional identity that incorporates the career track's multidisciplinary nature and unique challenges faced
therein. </span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864006%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=qwZs4gNAQN0MT8y1ZIVXKwcT3CDYmshw1SDyf5fe%2f2Q%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Scylla and Charybdis: The MCAT, USMLE, and Degrees of Freedom in Undergraduate Medical Education</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Peter Gliatto, MD, I. Michael Leitman, MD, and David Muller, MD<br>
<em><span style="font-family:"Arial","sans-serif"">Medical educators' efforts to innovate are hampered by the use of scores from high-stakes assessments to screen candidates for and admit them into medical school and residency.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864007%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=HdQHS9eKlgxg2mG%2bkVM%2fSXJqr6OuCnOriCrYOZh6oQw%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">ARTICLE<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Priority Areas and Potential Solutions for Successful Integration and Sustainment of Health Systems Science in Undergraduate Medical Education</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Jed D. Gonzalo, MD, MSc, Elizabeth Baxley, MD, Jeffrey Borkan, MD, PhD, Michael Dekhtyar, Richard Hawkins, MD, Luan Lawson, MD, MAEd, Stephanie R. Starr, MD,
and Susan Skochelak, MD, MPH<br>
<em><span style="font-family:"Arial","sans-serif"">In this report of a working conference, the authors use thematic analysis of workshop recommendations and experiences from 11 U.S. medical schools to describe seven priority areas for the successful integration
and sustainment of health systems science in educational programs, and associated challenges and potential solutions.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864008%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=cyzorN2KrTOKA5DnQMzme6uddiYHDLxKyz7aQ9Kncnw%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">RESEARCH REPORTS<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist toward Academic Research Careers</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Robin Remich, MAT, MEd, Remi Jones, MA, Christine V. Wood, PhD, Patricia B. Campbell, PhD, and Richard McGee, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Annual interviews with 22 students were analyzed, focusing on career intentions and gendered experiences. Most participants described systemic gender inequities; all described basing some decisions on perceived
biases.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864009%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=QjA%2bhHj7SoCpObFMnt%2fDNyVMrpqN0q5trrnUqhFAtPs%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Bridget C. O'Brien PhD, Melissa R. Bachhuber MD, Arianne Teherani PhD, Theresa M. Iker, Joanne Batt, and Patricia S. O'Sullivan, EdD<br>
<em><span style="font-family:"Arial","sans-serif"">The authors developed models that could offer to early learners systems-oriented workplace learning experiences (SOWLEs), provided there are site leaders facile in system improvement concepts who can guide
learners in SOWLEs activities. </span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864010%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=TDN%2f9Z5vbpVQfHg%2bNI6v%2fpp54%2bI2SnYNbsiK6L97YaE%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Post-tenure Review at U.S. Medical Schools
</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Sarah A. Bunton, PhD, Anne Walling, MBChB, and Dianne Durham, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">At least 40% of medical schools with a tenure system have post-tenure review. These findings can assist medical school leaders as they shape policies to facilitate faculty engagement and productivity.
</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864011%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=LOQw4tygV%2bUkO9gJihW%2bnunTg%2bzimNsLtmMmoeLn3VI%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">A Mixed-Methods Investigation of the Motivations, Goals, and Aspirations of Male and Female Academic Medical Faculty</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Rochelle DeCastro Jones, MS, Kent A. Griffith, MS, Peter A. Ubel, MD, Abigail Stewart, PhD, and Reshma Jagsi, MD, DPhil<br>
<em><span style="font-family:"Arial","sans-serif"">K-awardees or mentor interviews plus awardee surveys showed initially consistent career goals. Over time, women endorsed balancing work and family more, while men valued reputation or leadership positions more.
</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864012%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=2K%2b1kmzRB0I8tCWRngjvqTryZvNcMoRd9MkYnJajaa8%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Promoting the Development of Adaptive Expertise: Exploring a Simulation Model for Sharing a Diagnosis of Autism With Parents</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Anne Kawamura, MD, Maria Mylopoulos, PhD, Angela Orsino, MD, Elizabeth Jimenez, MD, and Nancy McNaughton, MEd, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Participation in the simulation helped developmental pediatrics residents and clinical psychology interns move beyond use of a structured, scripted communication framework toward development of adaptive expertise.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864013%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=4nXqzSs4RUhOanlq2lDve%2bRSyzv9s3IdlPzqiiVWF%2fc%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">The Predictive Validity of the National Board of Osteopathic Medical Examiners' COMLEX-USA Examinations With Regard to Outcomes on American Board of Family Medicine Examinations</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Thomas R. O'Neill, PhD, Michael R. Peabody, PhD, and Hao Song, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Evidence was found that the Comprehensive Osteopathic Medical Licensing Examination of the United States of America examination series can assist family medicine residency program directors in predicting later
resident performance on the American Board of Family Medicine's In-Training Examination and Maintenance of Certification for Family Physicians Examination.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864014%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=9O3V8vXTH5TGidbd7y8eewmdjQau2FHzq8gEx2Gh%2fC0%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Is Science Built on the Shoulders of Women? A Study of Gender Differences in Contributorship
</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Benoit Macaluso, MS, Vincent Larivière, PhD, Thomas Sugimoto, MPA, and Cassidy R. Sugimoto, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Labor roles were analyzed by gender using five years of data from PLOS journals. Women were more likely to perform experiments; men were associated with all other authorship roles.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864015%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=ZnxIXo3Wlr4prxl%2f4yBHsbGJwcDh%2fuS8QefhNOO4lRM%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Factors Associated with Attainment of Specialty Board Qualifications and Doctor of Medical Science Degrees Among Japanese Female Doctors
</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Yuki Chatani, MD, Kyoko Nomura, MD, PhD, Aya Ishiguro, MD, PhD, and Reshma Jagsi MD, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Analysis of female doctors' characteristics and attaining advanced qualifications shows younger age and job resignation due to childbirth were associated with not attaining specialty boards and DMSc degrees.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864016%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=Nei9lkg5kDnKGuxKZqbFVA5maxpAYJawdV0Vm69jatc%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Analysis of NIH R01 Application Critiques, Impact and Criteria Scores: Does the Sex of the Principal Investigator Make a Difference?</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Anna Kaatz, PhD, MPH, You-Geon Lee, PhD, Aaron Potvien, MS, Wairimu Magua, PhD, MS, Amarette Filut, Anupama Bhattacharya, Renee Leatherberry, Xiaojin Zhu, PhD,
MS, Molly Carnes, MD, MS <br>
<em><span style="font-family:"Arial","sans-serif"">Analysis of critiques from University of Wisconsin-Madison applicants shows that reviewers assigned worse scores to women's than men's renewal applications, despite using standout adjectives and praising women's
ability more.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864017%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=SGnDcnjZNgAO7qR3GSIY2mGTf4Pdaq1nQO6TwX%2fcriQ%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Longitudinal Analysis of Gender Differences in Academic Productivity Among Medical Faculty across 24 Medical Schools in the United States</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Anita Raj, PhD, Phyllis L. Carr, MD, Samantha E. Kaplan, MD, MPH, Norma Terrin, PhD, Janis L. Breeze, MPH, and Karen M. Freund, MD, MPH
<br>
<em><span style="font-family:"Arial","sans-serif"">Comparing number of publications, h-index, and principal investigator on a federal grant, women faculty acquired funding similarly to men, yet lagged behind for publications and their impact.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864018%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=rDsye%2bFOoUv6bG0PvOmdnGcCfIjZo2JNkUY4qltjnys%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Inequities in Academic Compensation by Gender: A Follow-Up to the National Faculty Survey Cohort Study</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Karen M. Freund, MD, MPH, Anita Raj, PhD, Samantha E. Kaplan, MD, MPH, Norma Terrin, PhD, Janis L. Breeze, MPH, Tracy H. Urech, MPH, and Phyllis L. Carr, MD<br>
<em><span style="font-family:"Arial","sans-serif"">Comparison of rank, department, effort distribution, marital/parental status, and leave or part-time status demonstrated that women earned a mean of $20,520 less than men in unadjusted analyses.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864019%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=i97nqVaAsO2UkmoGiboClayajeT1r2%2fw%2bRJbBiZhNaI%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Comparing Trainee and Staff Perceptions of Patient Safety Culture</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Gregory M. Bump, MD, Nordisha Coots, MHA, Cindy A. Liberi, Tamra E. Minnier, RN, MSN, Paul E. Phrampus, MD, Gabriella Gosman, MD, David G. Metro, MD, Julie B.
McCausland, MD, MS, and Andrew Buchert, MD<br>
<em><span style="font-family:"Arial","sans-serif"">Trainees had comparable to more favorable perceptions of patient safety culture compared to staff. Hospitals then can use perceptions of patient safety culture to complement CLER visit reports to improve patient
safety. </span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864020%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=EZv1yz6OMla9OFhP3JXEAGty2j0Kc4EhBMHE0Y%2fBuX4%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">LAST PAGE<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Using Qualitative Research as a Means to an Effective Survey Instrument</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">Sarah A. Bunton, PhD<br>
<em><span style="font-family:"Arial","sans-serif"">Systematic use of qualitative methods while developing survey instruments can lead to enhanced survey outcomes, including better understanding of the topic and discovery of issues that may have been missed.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864021%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=%2b2Fbpr4Qub46jsBl9vEm4lgVpvvCTZ%2bRGb13oqOxrLo%3d"><span style="color:#D97209">Read
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<p class="MsoNormal"><span style="font-family:"Georgia","serif";color:white">AM ROUNDS BLOG POST<o:p></o:p></span></p>
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<p class="MsoNormal"><strong><span style="font-family:"Arial","sans-serif";color:#555555">Recognizing Emotion</span></strong><span style="font-family:"Arial","sans-serif";color:#555555"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.5pt;font-family:"Arial","sans-serif";color:#555555">John Ragsdale, MD, MS<br>
<em><span style="font-family:"Arial","sans-serif"">The author explains how interpreting facial expressions is a crucial physical examination skill much like recognizing signs of disease.</span></em><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia","serif";color:#D97209"><a href="https://na01.safelinks.protection.outlook.com/?url=http%3a%2f%2fecho4.bluehornet.com%2fct%2f87864022%3a78Hl4oYmN%3am%3a1%3a1612447464%3aA3183F3FDE75BC0D30DB522CDDC0D537%3ar&data=01%7c01%7cweisz%40pitt.edu%7ca91041d4b24b4ff6569c08d3922ad434%7c9ef9f489e0a04eeb87cc3a526112fd0d%7c1&sdata=xCZm%2bzwUmlcmUfONQ0vypgg0iWJZwdhOPnkiWT13f4E%3d"><span style="color:#D97209">Read
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<span style="color:white">www.academicmedicine.org</span></a>.<o:p></o:p></span></p>
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