RT Journal Article
SR Electronic
T1 Gender disparity in academic orthopedic programs in Canada: a cross-sectional study
JF Canadian Journal of Surgery
JO CAN J SURG
FD Canadian Medical Association
SP E159
OP E169
DO 10.1503/cjs.008920
VO 65
IS 2
A1 Jennifer Hunter
A1 Ruby Grewal
A1 Diane Nam
A1 Kelly A. Lefaivre
YR 2022
UL http://canjsurg.ca/content/65/2/E159.abstract
AB Background: The majority of the literature on gender disparity in orthopedic surgery is from the United States; the Canadian perspective is lacking. The objective of this study was to determine the representation of women faculty members and the proportion of women faculty in published leadership positions in academic orthopedic divisions and departments across Canada.Methods: In this cross-sectional study, we used a Web-based search strategy to identify faculty listings for all 17 academic orthopedic programs affiliated with the Association of Faculties of Medicine of Canada for the 2018/19 academic year. For each faculty member identified, we determined gender (man or woman), professorial rank and leadership positions. We compared regional gender differences among 3 groups: schools in eastern Canada and Quebec (6), Ontario (6) and western Canada (5). Gender comparisons were made for all variables of interest.Results: We identified 809 orthopedic surgeons at the 17 Canadian academic institutions, of whom 96 (11.9%) were women. In eastern Canada and Quebec, 16.2% of the faculty were women, significantly above the national average (p = 0.03). The corresponding values for Ontario and western Canada were 8.9% (p = 0.1) and 11.4% (p = 0.7). There were no significant differences in the proportions of women and men at lower levels of promotion, but significantly more men than women had attained full professorship (65 [9%] v. 1 [1%], p = 0.002). Women surgeons were not represented in leadership roles or within faculty roles of distinction.Conclusion: In 2018/19, women orthopedic surgeons were underrepresented in faculty positions across academic orthopedic training programs in Canada, and were disproportionately underrepresented in promoted academic faculty roles and leadership positions. These data can be used to review and educate on equity in hiring and promotion, as well as to foster mentorship and transition planning.