Exploring Gender-Based Barriers in Physician Assistant Educator Authorship: Insights From a Physician Assistant Author Survey.

Abstract

Introduction: Gender disparities in academic publishing hinder career advancement and limit diverse contributions in the physician assistant (PA) profession. Although many female PA educators publish successfully, the barriers they face remain underexplored. This study examined the challenges and facilitators of female authorship to inform strategies that promote equity in scholarly productivity.

Methods: First and last PA authors of Journal of Physician Assistant Education (JPAE) research articles (2014-2022) were identified. Identified authors were invited to participate in a survey, which was adapted, piloted among 8 faculty members, and distributed through Qualtrics. Descriptive statistics and inferential tests were applied.

Results: Among 177 unique PA authors, 69% identified as female. The response rate was 47%. Women had a median age of 49 years (IQR 44-60), compared with 55 years (IQR 41-64) for men. More men (40%) held full professor rank than women (20%). Women reported fewer first-author or last-author publications, lower levels of institutional support, and more frequent authorship conflicts (37% vs. 7.7%, P < .001), with 24% of women experiencing repeated disputes.

Discussion: Despite similar educational backgrounds, men held higher academic ranks and published more frequently. Women reported lower institutional support, which may contribute to disparities in research productivity. Authorship conflicts may further hinder female publication success and affect future collaborations. Addressing biases, improving collaboration, and ensuring equitable institutional support are essential for fostering gender equity in PA faculty advancement.