Women and teaching in academic psychiatry.
OBJECTIVE
This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings.


BACKGROUND
Although women have comprised half of all medical school admissions for over a decade, tenure-track positions are still largely dominated by men. In contrast, growing numbers of women have been entering academic medicine through clinical-track positions in which patient care and teaching, rather than research, are the key factors for promotion. Thus, the authors hypothesized better representation of clinical-track women in formal, didactic teaching within the medical school setting.


METHODS
The authors compared the numbers of tenure and clinical-track men and women teaching lectures to medical students and residents at the University of Michigan, Department of Psychiatry.


RESULTS
Contrary to the hypothesis, the majority of didactic teaching was done by tenure-track men.


CONCLUSIONS
Possible explanations and remedies for the continuing under-representation of women in academic psychiatry, particularly teaching settings, are explored. Suggestions are made for future areas in which female faculty might have opportunities for participation and leadership.
Hirshbein
Laura D
LD
University of Michigan Department of Psychiatry, 9C UH 9151, 1500 E. Medical Center Dr., Ann Arbor, MI 48109, USA. lauradh@umich.edu
Fitzgerald
Kate
K
Riba
Michelle
M
D005260:Female; D006801:Humans; D008297:Male; D010822:Physicians, Women; D011570:Psychiatry / Q000193:education* / Q000706:statistics & numerical data; D013663:Teaching; D014481:United States / Q000453:epidemiology; D014931:Women, Working / Q000706:statistics & numerical data; D000078329:Workforce