Category Archives: Family Medicine Stories

Managing the Work-Life Balance as a Woman in Academic Medicine

Women in Family MedicineThis is second in a work/life balance series written by members of the STFM Group on Women in Family Medicine.  Jessica T. Servey, MD, Col(sel), USAF, MC is the author.

Despite the fact that in 2010 29.3% of active physicians in the United States were women, significant concerns regarding work-life balance among women still exist.1   The challenges faced by women physicians as a group are relatively unchanged for the last 4 decades despite the increased number. In fact, the concerns about work-life balance have been studied and written about since 1970. The main challenges include timing of having children and the guilt associated with maternity leave, lifestyle, and career choices and seeking this nirvana called “balance.”I continually am amazed how I have the same conversations with residents and students today as I did 12 years ago. More astounding to me is the persistent challenges for women in academic medicine.

There have been numerous studies, both quantitative and qualitative, completed in the past 20 years about how to reach this balance. It is agreed that organizational culture can play a role in not achieving any balance in life. Additionally, lack of effective mentoring and potentially lack of support from division leaders can be cited as reasons why women struggle in advancing careers in academic medicine. Many women make conscious decisions to reach this balance, which may include working fewer hours, declining a promotion, or limiting the number of children she has.3 It is disturbing to me that an article looking at reasons women left academic medicine completed just 2 years ago have respondent comments about “the old boys’ network.” The Association of American Medical Colleges has statistics with women associate professors still lagging behind men despite nearly 50% of medical school matriculates being female. I am not certain there is a clear answer for achieving this illusion called work-life balance. I do think there are a few tips for women to reflect on.

First, define your own priorities. This gives you control over your life. You can answer if you want that academic promotion, or if you want to do research over clinical care.  You can decide whether you choose to get married or have children. Only when I made a list of my priorities in writing so I could look at them anytime, did I feel I had some semblance of control. I can choose what I will not miss. For me, I never miss the first day of school and taking that picture. This year will be number 16 for me.

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Experiencing Primary Care From Opposite Sides of the Spectrum: Clerkships Can Influence the Career Path of Medical Students

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Danial Jilani, MPH

The uncertainty surrounding primary care is arguably the highest it has ever been. Many medical students entering their third-year clerkships have preformed conclusions about primary care. At the face of a federal health care overhaul, declining reimbursements, and a workforce shortage estimated to reach 21,000 by 2015, for some medical students the future of primary care seems unpredictable. A third-year experience in family medicine and ambulatory medicine can be an imperative influence in the career path of a medical student.

Third-year students at Wright State University Boonshoft School of Medicine (WSU-BSOM) complete a 6-week family medicine rotation where they spend time with preceptors in a variety of settings, including private offices, indigent clinics, academic settings, and more. During my clerkship, I had the honor of working with Dr Joseph Allen, a recipient of the AAFP Foundation’s 2012 Pfizer Teacher Development award.

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MENTORING is the Cat’s Meow…The Bee’s Knees… (am I showing my age?)

Deborah Taylor, PhD

One of my greatest professional joys has been my connection to STFM’s Behavioral Science/Family Systems Educator Fellowship (BFEF) steering committee. Most “seasoned” behavioral science educators remember the “jump and build wings on the way down” training model for our discipline. The BFEF is an effort to create a more supportive/less isolated model to increase retention and career satisfaction. As with most acts that appear altruistic, those of us on the steering committee quickly found ourselves experiencing increased energy/enthusiasm and dedication to our work. In promoting a fellowship model of mentorship intended to be an offering, we receive far more than we contribute.

The term “mentor” has its roots in Homer’s epic poem, “The Odyssey.” In this myth, Odysseus, a great royal warrior, has been off fighting the Trojan War and has entrusted his son, Telemachus, to his friend and advisor, Mentor. Mentor has been charged with advising and serving as guardian to the entire royal household. As the story unfolds, Mentor accompanies and guides Telemachus on a journey in search of his father and ultimately for a new and fuller identity of his own. At times, throughout the story, Athene, goddess of wisdom, who presides over all craft and skillfulness, whether of the hands or the mind, manifests herself to Telemachus in the form of Mentor. The account of Mentor in “The Odyssey” leads us to make several conclusions about the activity that bears his name. First, mentoring is an intentional process. Mentor intentionally carried out his responsibilities for Telemachus. Second, mentoring is a nurturing process, which fosters the growth and development of the protégé toward full maturity. It was Mentor’s responsibility to draw forth the full potential in Telemachus. Third, mentoring is an insightful process in which the wisdom of the mentor is acquired and applied by the protégé. Some argue it was Mentor’s task to help Telemachus grow in wisdom without rebellion. Fourth, mentoring is a supportive, protective process. Telemachus was to consider the advice of Mentor, and Mentor was to “keep all safe.”

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