Bio

Bio


Magali Fassiotto, PhD, directs training, research, program implementation, and evaluation related to career advancement, recruitment and retention, leadership development, and diversity in the School of Medicine's Office of Faculty Development and Diversity.

Current Role at Stanford


Assistant Dean
Director of Programs and Research
Stanford Medicine Office of Faculty Development and Diversity

Education & Certifications


  • PhD, Stanford Graduate School of Business (2013)
  • AB, Harvard University (2005)

Publications

All Publications


  • Physician Gender Is Associated with Press Ganey Patient Satisfaction Scores in Outpatient Gynecology Women's Health Issues Rogo-Gupta, L. J., Haunschild, C., Altamirano, J., Maldonado, Y., Fassiotto, M. 2018
  • Female Surgeons as Counter Stereotype: The Impact of Gender Perceptions on Trainee Evaluations of Physician Faculty Journal of Surgical Education Fassiotto, M., Li, J., Maldonado, Y., Kothary, N. 2018
  • An Integrated Career Coaching and Time Banking System Promoting Flexibility, Wellness, and Success: A Pilot Program at Stanford University School of Medicine Academic Medicine Fassiotto, M., Simard, C., Sandborg, C., Valantine, H., Raymond, J. 2018
  • Designing a physician leadership development program based on effective models of physician education. Health care management review Hopkins, J., Fassiotto, M., Ku, M. C., Mammo, D., Valantine, H. 2017

    Abstract

    Because of modern challenges in quality, safety, patient centeredness, and cost, health care is evolving to adopt leadership practices of highly effective organizations. Traditional physician training includes little focus on developing leadership skills, which necessitates further training to achieve the potential of collaborative management.The aim of this study was to design a leadership program using established models for continuing medical education and to assess its impact on participants' knowledge, skills, attitudes, and performance.The program, delivered over 9 months, addressed leadership topics and was designed around a framework based on how physicians learn new clinical skills, using multiple experiential learning methods, including a leadership active learning project. The program was evaluated using Kirkpatrick's assessment levels: reaction to the program, learning, changes in behavior, and results. Four cohorts are evaluated (2008-2011).Reaction: The program was rated highly by participants (mean = 4.5 of 5). Learning: Significant improvements were reported in knowledge, skills, and attitudes surrounding leadership competencies. Behavior: The majority (80%-100%) of participants reported plans to use learned leadership skills in their work. Improved team leadership behaviors were shown by increased engagement of project team members.All participants completed a team project during the program, adding value to the institution.Results support the hypothesis that learning approaches known to be effective for other types of physician education are successful when applied to leadership development training. Across all four assessment levels, the program was effective in improving leadership competencies essential to meeting the complex needs of the changing health care system.Developing in-house programs that fit the framework established for continuing medical education can increase physician leadership competencies and add value to health care institutions. Active learning projects provide opportunities to practice leadership skills addressing real word problems.

    View details for DOI 10.1097/HMR.0000000000000146

    View details for PubMedID 28157830

  • Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines BMC MEDICAL EDUCATION Girod, S. C., Fassiotto, M., Menorca, R., Etzkowitz, H., Wren, S. M. 2017; 17

    Abstract

    Faculty departure can present significant intellectual costs to an institution. The authors sought to identify the reasons for clinical and non-clinical faculty departures at one academic medical center (AMC).In May and June 2010, the authors surveyed 137 faculty members who left a west coast School of Medicine (SOM) between 1999 and 2009. In May and June 2015, the same survey was sent to 40 faculty members who left the SOM between 2010-2014, for a total sample size of 177 former faculty members. The survey probed work history and experience, reasons for departure, and satisfaction at the SOM versus their current workplace. Statistical analyses included Pearson's chi-square test of independence and independent sample t-tests to understand quantitative differences between clinical and non-clinical respondents, as well as coding of qualitative open-ended responses.Eighty-eight faculty members responded (50%), including three who had since returned to the SOM. Overall, professional and advancement opportunities, salary concerns, and personal/family reasons were the three most cited factors for leaving. The average length of time at this SOM was shorter for faculty in clinical roles, who expressed lower workplace satisfaction and were more likely to perceive incongruence and inaccuracy in institutional expectations for their success than those in non-clinical roles. Clinical faculty respondents noted difficulty in balancing competing demands and navigating institutional expectations for advancement as reasons for leaving.AMCs may not be meeting faculty needs, especially those in clinical roles who balance multiple missions as clinicians, researchers, and educators. Institutions should address the challenges these faculty face in order to best recruit, retain, and advance faculty.

    View details for DOI 10.1186/s12909-016-0830-y

    View details for Web of Science ID 000392450500001

    View details for PubMedID 28073345

    View details for PubMedCentralID PMC5223325

  • Training and Professionalism Year Book of Pediatrics Fassiotto, M., Maldonado, Y., Sandborg, C. edited by Cabana, M. D., Goldstein, A. M., De Gialluly, P. S., Schroeder, A. R. Elsevier, Inc.. 2017: 499–501
  • Resident Perspectives on Work-Life Policies and Implications for Burnout Academic Psychiatry Westercamp, N., Wang, R. S., Fassiotto, M. 2017
  • Loud and Clear: The Effect of Protest Signals on Congressional Attention Mobilization: An International Quarterly Fassiotto, M., Soule, S. A. 2017; 22 (1): 17-38
  • A long-term follow-up of a physician leadership program Journal of Health Organization and Management Fassiotto, M., Maldonado, Y., Hopkins, J. 2017
  • Reducing Implicit Gender Leadership Bias in Academic Medicine With an Educational Intervention. Academic medicine Girod, S., Fassiotto, M., Grewal, D., Ku, M. C., Sriram, N., Nosek, B. A., Valantine, H. 2016; 91 (8): 1143-1150

    Abstract

    One challenge academic health centers face is to advance female faculty to leadership positions and retain them there in numbers equal to men, especially given the equal representation of women and men among graduates of medicine and biological sciences over the last 10 years. The purpose of this study is to investigate the explicit and implicit biases favoring men as leaders, among both men and women faculty, and to assess whether these attitudes change following an educational intervention.The authors used a standardized, 20-minute educational intervention to educate faculty about implicit biases and strategies for overcoming them. Next, they assessed the effect of this intervention. From March 2012 through April 2013, 281 faculty members participated in the intervention across 13 of 18 clinical departments.The study assessed faculty members' perceptions of bias as well as their explicit and implicit attitudes toward gender and leadership. Results indicated that the intervention significantly changed all faculty members' perceptions of bias (P < .05 across all eight measures). Although, as expected, explicit biases did not change following the intervention, the intervention did have a small but significant positive effect on the implicit biases surrounding women and leadership of all participants regardless of age or gender (P = .008).These results suggest that providing education on bias and strategies for reducing it can serve as an important step toward reducing gender bias in academic medicine and, ultimately, promoting institutional change, specifically the promoting of women to higher ranks.

    View details for DOI 10.1097/ACM.0000000000001099

    View details for PubMedID 26826068

  • Occupational Radiation Exposure during Pregnancy: A Survey of Attitudes and Practices among Interventional Radiologists JOURNAL OF VASCULAR AND INTERVENTIONAL RADIOLOGY Ghatan, C. E., Fassiotto, M., Jacobsen, J. P., Sze, D. Y., Kothary, N. 2016; 27 (7): 1013-1020

    Abstract

    To assess attitudes of interventional radiologists toward occupational ionizing radiation exposure in pregnancy and to survey practice patterns and outcomes.A 34-question anonymous online survey on attitudes and work practices toward interventional radiologists who worked during pregnancy was sent to active SIR members, including 582 women.There were 534 (10%) respondents, including 142 women and 363 men. Among respondents, men were statistically older than women (P < .001) and had practiced interventional radiology (IR) longer (P < .001). Of female interventional radiologists, 55% had worked during pregnancy and reported no specific mutagenic events in their offspring. Spontaneous abortions (11%) and use of reproductive technology (17%) matched that of women with similar age and socioeconomic background. Although more women changed their work practice because of concerns of occupational exposure than men (23% vs 13%), this change was largely limited to the duration of a pregnancy. Among pregnant interventional radiologists, 4 (6%) completely abstained from performing fluoroscopically guided interventions (FGIs), whereas 31 (46%) continued to spend > 80% of their work week doing FGIs with additional protection. Perceptions of impact of pregnancy on daytime work redistribution varied significantly with gender (P < .001); however, perceptions regarding impact of pregnancy on on-call hours, distribution of complex cases, and need to hire for temporary coverage were similar between the genders.Most pregnant interventional radiologists continue to practice IR while pregnant. Pregnancy and fetal outcomes parallel that of the general population when matched for demographics. However, perceptions of impact of pregnancy on work lives of colleagues vary notably.

    View details for DOI 10.1016/j.jvir.2016.03.040

    View details for Web of Science ID 000379796500011

    View details for PubMedID 27236211

  • Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty JOURNAL OF WOMENS HEALTH Fassiotto, M., Hamel, E. O., Ku, M., Correll, S., Grewal, D., Lavori, P., Periyakoil, V. J., Reiss, A., Sandborg, C., Walton, G., Winkleby, M., Valantine, H. 2016; 25 (3): 292-298

    Abstract

    Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine.Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty.174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42).Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

    View details for DOI 10.1089/jwh.2015.5380

    View details for Web of Science ID 000372173200014

  • Initial Conditions Palgrave Encyclopedia of Strategic Management Carroll, G., Fassiotto, M. A. edited by Augier, M., Teece, D. J. 2016
  • Category Signaling and Reputation ORGANIZATION SCIENCE Negro, G., Hannan, M. T., Fassiotto, M. 2015; 26 (2): 584-600
  • Organizations as Fonts of Entrepreneurship ORGANIZATION SCIENCE Sorensen, J. B., Fassiotto, M. A. 2011; 22 (5): 1322-1331