A profile of female academic orthopaedic surgeons

Abstract

Background: There have been recent increases in the number of female orthopaedists. The purpose of this study was to profile women in academic orthopaedic surgery and their practices. Methods: Through information found on the 152 orthopaedic residency program websites and correspondence with residency coordinators and program directors, a list of female academic orthopaedic faculty was compiled. Two hundred and ninety-six faculty members were identified and 244 email addresses were obtained. A 26-question survey was designed based on a previously published survey that profiled female general surgeons and included questions on demographics, training and education, practice components, mentorship, and career satisfaction. Results: One hundred and sixty-four of 244 (67%) female academic orthopaedic surgeons completed the survey. Current academic rank was stated as 10% instructor, 56% assistant professor, 22% associate professor, and 9% professor. Ninety-nine percent of the women were board certified or board eligible. Female faculty members were represented in all orthopaedic subspecialties, with the highest number in pediatrics, upper extremity or hand, trauma, and sports. Most noted that they had had a mentor who positively influenced their career choice. Ninety-three percent were satisfied with their subspecialty choice, and 77% would choose to enter academic orthopaedic surgery again. Sixty-two percent of female faculty members had at least one child and 73% were married or in a domestic partnership. From a list of potential barriers to academic advancement, a majority selected gender stereotype, department politics, and guilt about family obligations or family expectations. Conclusions: We present data on female academic orthopaedic surgeons. Our results demonstrate that female academic orthopaedic surgeons are fellowship trained, have additional degrees, and are satisfied with their career choices. Despite all of their successes, barriers to female academic advancement are still perceived. Level of Evidence: IV.