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Teaching and Learning in Medicine
An International Journal
Volume 32, 2020 - Issue 5
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Applying the Theory of Gendered Organizations to the Lived Experience of Women with Established Careers in Academic Medicine

Dorene F. Balmera Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6805-4062
ORCID Icon,
Kelly A. Courtsb St. Christopher’s Hospital for Children, Philadelphia, Pennsylvania, USA
,
Bridget Doughertyc Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
,
Lucy Wolf Tutond Departments of Medicine and Epidemiology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
,
Stephanie Abbuhle Department of Emergency Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
&
Laura E. Hirshfieldf Departments of Medical Education and Sociology, University of Illinois-Chicago, Chicago, USAORCID Iconhttps://orcid.org/0000-0003-0894-2994
ORCID Icon
Pages 466-475 | Published online: 27 May 2020

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Constance D. Baldwin, Vivian Lewis, Luanne E. Thorndyke, Page S. Morahan & Maryellen E. Gusic. (2023) Becoming by doing: How women in academic health sciences build a leadership identity through project experiences. Medical Teacher 45:1, pages 73-79.
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A. Emiko Blalock, Sanfeng Miao & Chelsea Wentworth. (2023) Envisioning future roles: How women medical students navigate the figured world of medical school. The Clinical Teacher 20:6.
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A. Emiko Blalock & Dorene F. Balmer. (2023) Thinking organizationally and longitudinally to understand gender disparities in academic medicine. Medical Education.
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A. Emiko Blalock & Dianey R. Leal. (2022) Redressing injustices: how women students enact agency in undergraduate medical education. Advances in Health Sciences Education 28:3, pages 741-758.
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Lisa M Conte, Joshua D Hartzell, Cristin A Mount, Matthew B Carroll, Mark Tschanz & Dora J Stadler. (2023) Recognizing Gender Parity in Military Medicine: An Analysis of Plenary Speakers and Award Recipients at Military American College of Physicians Chapter Meetings. Military Medicine 188:7-8, pages e1496-e1500.
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Abigail Konopasky, Tasha R. Wyatt & A. Emiko Blalock. (2023) Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance. Advances in Health Sciences Education.
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Sandra Monteiro, Teresa M. Chan & Renate Kahlke. (2023) His opportunity, her burden: A narrative critical review of why women decline academic opportunities. Medical Education.
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Elexis McBee, Ting Dong, Divya Ramani, Steven J Durning & Abigail Konopasky. (2023) Relationship Between Gender and Academic and Military Achievement Among USU Medical School Graduates. Military Medicine 188:Supplement_2, pages 115-121.
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Rayne Loder, Jennifer Coombs, Shahpar Najmabadi, Trenton Henry, Darin Ryujin & Virginia Valentin. (2023) Gender Disparities in Physician Assistant Educator Promotion and Compensation: A Mixed Methods Approach. Journal of Physician Assistant Education 34:1, pages 3-8.
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Natalie M. Plana, Kira L. Smith, Luccie M. Wo, Ines C. Lin & Helen G. Hui-Chou. (2022) The Importance of Diversity in Leadership in Influencing Change in Academic Plastic Surgery and Its Subspecialties. Plastic & Reconstructive Surgery 150:6, pages 1372e-1373e.
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Maralyssa Bann, Savannah LarimoreJessica WheelerLauren D. Olsen. (2022) Implementing a Social Determinants of Health Curriculum in Undergraduate Medical Education: A Qualitative Analysis of Faculty Experience. Academic Medicine 97:11, pages 1665-1672.
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Diane Trusson & Emma Rowley. (2022) Qualitative study exploring barriers and facilitators to progression for female medical clinical academics: interviews with female associate professors and professors. BMJ Open 12:3, pages e056364.
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A. Emiko Blalock, Margaret Chandler Smith, B. R. Patterson, Amy Greenberg, Brandon R. G. Smith & Christine Choi. (2021) “I might not fit that doctor image”: Ideal worker norms and women medical students. Medical Education 56:3, pages 339-348.
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Laura E. Hirshfield. (2021) The promise of a health professions education imagination. Medical Education 56:1, pages 64-70.
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Naike Bochatay, Nadia M. Bajwa, Mindy Ju, Nital P. Appelbaum & Sandrijn M. van Schaik. (2021) Towards equitable learning environments for medical education: Bias and the intersection of social identities. Medical Education 56:1, pages 82-90.
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A. Emiko Blalock, Chelsea E. Noble, Jennifer Chinchilla, Antonio Flores & Paola R. Lepe. (2022) Reconceptualizing student engagement: Supporting diverse students in medical school through holistic approaches. New Directions for Student Services 2021:176, pages 71-80.
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Abigail Ford Winkel, Beatrice Telzak, Jacquelyn Shaw, Calder Hollond, Juliana Magro, Joseph Nicholson & Gwendolyn Quinn. (2021) The Role of Gender in Careers in Medicine: a Systematic Review and Thematic Synthesis of Qualitative Literature. Journal of General Internal Medicine 36:8, pages 2392-2399.
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Lara Varpio, Emily Harvey, Debbie Jaarsma, Nancy Dudek, Margaret Hay, Kathy Day, Karlen Bader Larsen & Jennifer Cleland. (2020) Attaining full professor: Women’s and men’s experiences in medical education. Medical Education 55:5, pages 582-594.
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