1. Strategies to Support Faculty Caregivers at U.S. Medical Schools
- Author
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Cutter, Christina M, Szczygiel, Lauren A, Jones, Rochelle DeCastro, Perry, Lydia, Mangurian, Christina, and Jagsi, Reshma
- Subjects
Health Services and Systems ,Health Sciences ,Clinical Research ,Behavioral and Social Science ,Good Health and Well Being ,Humans ,Female ,Schools ,Medical ,Caregivers ,Pandemics ,COVID-19 ,Faculty ,Medical ,Clinical Sciences ,Curriculum and Pedagogy ,General & Internal Medicine ,Curriculum and pedagogy ,Health services and systems - Abstract
PurposeTo describe the policies, processes, and programs at U.S. medical schools to support faculty caregivers before and in response to the COVID-19 pandemic.MethodIn 2021, the Doris Duke Charitable Foundation and founding members of the COVID-19 Fund to Retain Clinical Scientists (FRCS) Collaborative launched and supported the COVID-19 FRCS program to recognize medical schools and their efforts to strengthen policies, processes, and programs supporting biomedical faculty with family caregiving responsibilities in the context of COVID-19-related impacts. The authors conducted a qualitative conceptual content analysis of the deidentified, open-ended responses submitted by institutions in their applications to the COVID-19 FRCS program and summarized the reported strategies using recurring patterns and common approaches.ResultsFifty-four institutions applied to the COVID-19 FRCS program in 2021 and were included in this study. COVID-19-related impacts on biomedical faculty included stymied career progression and academic productivity, exacerbated career-caregiving time conflicts, adverse effects on family and personal well-being and mental health, increased financial hardships, and amplified faculty caregiver stigma. The described policies, processes, and programs to support faculty caregivers fell into 4 domains: support for dependent care, career and workplace flexibility, career development support, and institutional culture change to reduce stigma. COVID-19-related modifications spanned these domains with remote and flexible work manifesting as disruptive changes. Strategies to support women and underrepresented in medicine faculty, who bear a disproportionate burden of caregiving responsibilities, centered on career development support and institutional culture change. The projected durability of the enacted changes varied by institution and across strategies.ConclusionsThe COVID-19 pandemic presents a disruptive opportunity to translate lessons learned into positive change to better support faculty caregivers, particularly women and underrepresented in medicine faculty. This study's findings provide a framework to guide sustainable change to support equity, diversity, and vitality in the academic biomedical workforce.
- Published
- 2023