Abstract
In 'Attaining full professor: Women's and men's experiences in medical education', Varpio and colleagues parse the gendered nature of faculty members' experiences of the pathway to full professor status. Analysing narratives of male and female full professors in five white-dominant high-income countries around the world, the authors describe how "ideological practices and principles … saturated with patriarchal power" suffuse academic institutions where medical education occurs1 .
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