S2982 Gender and Academic Productivity Trends Among GI Fellows: An Analysis of Training and Publication Metrics

Introduction: This study examines gender and academic productivity disparities among gastroenterology (GI) fellows, focusing on publication metrics and training program characteristics. Understanding these patterns is essential for addressing equity in academic medicine. Methods: A retrospective analysis was conducted on 633 GI fellows (380 men, 252 women) across PGY4 and PGY6 cohorts. Baseline differences in gender, training characteristics, and publication metrics were evaluated. Statistical comparisons included Fisher’s Exact, Mann-Whitney U, and Kruskal-Wallis tests, with post-hoc Dunn’s analyses for significant results. Academic productivity was assessed via PubMed-indexed publications, including first- and last-author roles and GI-specific articles. Results: Fellows had a median of 3 total PubMed-indexed publications (IQR: 1–7). Gender disparities were notable, with the PGY6 cohort showing a higher proportion of men compared to PGY4 (64.4% vs 55.4%, P = 0.019). Fellows from top 20 medical schools had higher publication medians (4, IQR: 2–7.5) compared to peers from other schools (3, IQR: 1–7, P = 0.041). International medical graduates (IMGs) had significantly more total (median: 4, IQR: 2–9, P < 0.001) and GI-specific publications (median: 2, IQR: 1–6, P = 0.003) compared to non-IMGs. Academic productivity also varied by training program tier, with top-tier programs yielding higher publication numbers compared to lower tiers. Conclusion: Gender disparities persist in advanced training stages, with male fellows comprising a larger proportion in senior cohorts. Academic productivity is influenced by educational background and training program prestige, highlighting systemic inequities. IMGs demonstrated higher publication productivity, reflecting unique challenges and achievements in academic medicine. Addressing disparities in gender representation and academic productivity among GI fellows requires targeted interventions, including equitable mentorship and resources. Supporting diversity in training programs can foster inclusive academic excellence in gastroenterology.