Editorials & Opinions: Women in Academic Medicine - Choosing the Right Career

As the number of female medical graduates has increased over the past two decades, fewer than their male colleagues have opted to enter academic career paths. Not surprisingly, after many years of grueling clinical training and while the biological clock ticks, many women face challenges somewhat more complex than men. But in a supportive environment an academic career can be both appealing and viewed as a genuine opportunity. Three factors aid in this important discernment for both women and men.

The first is expert coaching. Coaches are senior faculty members who have acquired, through experience, a realistic understanding of the pros and cons of academic careers. They assist residents in evaluating their real passions in medicine and most suitable career paths. This process requires identifying what the individual values most, not what others want or believe appropriate. I have seen brilliant residents with remarkable potential for academic careers opt for careers in community practice because this is what they valued most. Over the years, fortunately not too often, I have witnessed young researchers (women and men) unhappy in their chosen field. After many years invested in advanced training and excellent start up support, including mentoring, they found themselves dissatisfied with their career direction. Consequently, they left research and sometimes an academic career altogether to pursue a different path. Ultimately, they made the right choice, but early effective coaching may have proved highly beneficial.

The second is the recognition that every individual must follow a unique career path. Pacing advanced academic training according to the specific personal and career development challenges of each trainee is essential. This is about establishing flexibility for the timing and process of achieving necessary milestones of academic expertise and performance. For instance, to manage expectations realistically coaching an individual to negotiate prospectively with their division head and department chair about the goals and timeframe of their academic training can be a critical success factor. It is important to distinguish between coaching and mentoring. Both are highly relevant - but they do differ. Coaching supports a learner in achieving a specific goal. This professional relationship often involves intense communication and analysis to achieve clarity about action steps. Mentoring, on the other hand, is highly personal and usually based on some degree of friendship, often long-standing. Mentors should be enthusiastic advocates who promote their mentees, but they may not be the best at objective coaching.

The third, most powerful factor is role modelling. Seeing someone who is passionate about their engagement in their academic life, and by all accounts successful and satisfied with the choices they made, is truly inspiring. Our clinical departments at the University of Toronto, including the Department of Medicine, have the largest number of women faculty among their Canadian peers who serve as positive role models locally and nationally.

Should our Department of Medicine aim to recruit more women into academic medicine? Yes, if the appropriate coaching, flexibility about timelines and positive role modelling are experienced by every resident who is passionate about this path. Right career choices will lead to the right number of future recruits.

Catharine Whiteside, MD PhD
Professor Emerita, Department of Medicine
Former Dean of Medicine, University of Toronto