Abstract
Background
The COVID-19 pandemic affected home and work routines, which may exacerbate existing academic professional disparities. Objectives were to describe the impact of the pandemic on pediatric faculty’s work productivity, identify groups at risk for widening inequities, and explore mitigation strategies.
Methods
A cross-sectional study of faculty members was conducted at nine U.S. pediatric departments. Responses were analyzed by demographics, academic rank, and change in home caregiving responsibility.
Results
Of 5791 pediatric faculty members eligible, 1504 (26%) completed the survey. The majority were female (64%), over 40 years old (60%), and assistant professors (47%). Only 7% faculty identified as underrepresented in medicine. Overall 41% reported an increase in caregiving during the pandemic. When comparing clinical, administrative, research, and teaching activities, faculty reported worse 1-year outlook for research activities. Faculty with increased caregiving responsibilities were more likely to report concerns over delayed promotion and less likely to have a favorable outlook regarding clinical and research efforts. Participants identified preferred strategies to mitigate challenges.
Conclusions
The COVID-19 pandemic negatively impacted pediatric faculty productivity with the greatest effects on those with increased caregiving responsibilities. COVID-19 was particularly disruptive to research outlook. Mitigation strategies are needed to minimize the long-term impacts on academic pediatric careers.
Impact
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The COVID-19 pandemic most negatively impacted work productivity of academic pediatric faculty with caregiving responsibilities.
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COVID-19 was particularly disruptive to short-term (1-year) research outlook among pediatric faculty.
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Faculty identified mitigation strategies to minimize the long-term impacts of the pandemic on academic pediatric career pathways.
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Data availability
Deidentified individual participant data will not be made available for institutional privacy.
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Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
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Contributions
T.M.O. and C.E.C. conceptualized and designed the study, led the development of the final survey instrument, oversaw data collection and analyses, drafted the initial manuscript, and critically reviewed and revised the manuscript. M.C.G, K.A.R. and H.T.K. provided input on the development of the survey, facilitated the distribution the survey at their institutions, carried out the qualitative data analysis, summarized the qualitative data findings, and critically reviewed and revised the manuscript. J.S. and J.W.M. provided input on the development of the survey, facilitated the distribution the survey at their institutions, drafted the discussion, and critically reviewed and revised the manuscript. O.P. developed the RedCap database for the study, provided input on the development of the survey, facilitated the distribution the survey at her institution, carried out the qualitative data analysis, summarized the qualitative data findings, and critically reviewed and revised the manuscript. E.A.C. conducted the quantitative analysis and critically reviewed and revised the manuscript. M.L.C., A.L.M., L.E.N., J.O, J. Reed, J. Reese, A.R.R., A.C.S., S.H.W., S.I.Z., H.H.Y. and L.S. provided input on the development of the survey, facilitated the distribution of the survey at their institutions, and critically reviewed and revised the manuscript. K.O.M. facilitated the cross-institutional collaboration of the study, provided input on the development of the survey, and critically reviewed and revised the manuscript. All authors approved the final manuscript as submitted and agree to be accountable for all aspects of the work.
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O’Connor, T.M., Guaman, M.C., Randell, K.A. et al. Impact of the COVID-19 pandemic on pediatric faculty: a report from nine academic institutions. Pediatr Res 95, 775–784 (2024). https://doi.org/10.1038/s41390-023-02726-8
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DOI: https://doi.org/10.1038/s41390-023-02726-8
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