Academic Career Selection in American Emergency Medicine Residents

Burkhardt, John; Kowalenko, Terry; Meurer, William J.

doi:10.1111/j.1553-2712.2011.01181.x

Cited by 37 publications

(39 citation statements)

References 16 publications

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“…During residency, mentoring is viewed as beneficial for career planning, specialty selection, and most notably, the pursuit of academic careers [8,12-16]. However, prior studies indicate that a large proportion of residents lack mentors [13,15].…”

Section: Introductionmentioning

confidence: 99%

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

et al. 2014

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BackgroundMentorship influences career planning, academic productivity, professional satisfaction, and most notably, the pursuit of academic medicine careers. Little is known about the role of mentoring in recruiting Black/African American and Hispanic/Latino residents into academia. The objective of this study was to assess the influence of mentoring on academic medicine career choice among a cohort of racially and ethnically diverse residents.MethodsA strategic convenience sample of U.S. residents attending national professional conferences between March and July 2010; residents completed a quantitative survey and a subset participated in focus groups.ResultsOf the 250 residents, 183 (73%) completed surveys and 48 participated in focus groups. Thirty-eight percent of residents were white, 31% Black/African American, 17% Asian/other, and 14% Hispanic/Latino. Most respondents (93%) reported that mentorship was important for entering academia, and 70% reported having sufficient mentorship to pursue academic careers. Three themes about mentorship emerged from focus groups: (1) qualities of successful mentorship models; (2) perceived benefits of mentorship; and (3) the value of racial/ethnic and gender concordance. Residents preferred mentors they selected rather than ones assigned to them, and expressed concern about faculty using checklists. Black/African American, Hispanic/Latino, and female residents described actively seeking out mentors of the same race/ethnicity and gender, but expressed difficulty finding such mentors. Lack of racial/ethnic concordance was perceived as an obstacle for minority mentees, requiring explanation of the context and nuances of their perspectives and situations to non-minority mentors.ConclusionsThe majority of residents in this study reported having access to mentors. However, data show that the lack of diverse faculty mentors may impede diverse residents’ satisfaction and benefit from mentorship relationships compared to white residents. These findings are important for residency programs striving to enhance resident mentorship and for institutions working to diversify their faculty and staff to achieve institutional excellence.

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Section: Introductionmentioning

confidence: 99%

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

et al. 2014

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“…1 Preliminarily, scholarly tracks seem to be successful -greater academic productivity during residency has been correlated with a greater number of residents choosing academic careers. 5 Some success has also been shown with measuring outcomes of scholarly tracks in other specialties-an obstetrics track at a family medicine residency program found that its residents performed similarly to obstetrics and gynecology residents on examination scores and number of procedures performed, 6 and a new global health track at a different program achieved high scores on resident evaluations. 7 Deficiencies can also be identified-a pediatrics residency with a primary care specialty track found that graduates did not express universally high levels of comfort with all areas of pediatrics emphasized by the track.…”

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confidence: 99%

A Ten‐year Program Evaluation of an Emergency Medicine Scholarly Track in Education Using a Qualitative Approach

Schnapp

Fant

Gisondi

2017

AEM Education and Training

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“…These overall values are consistent with a recent study conducted 3 years prior to ours, which reported that 26.1% of residents choose academic careers. 8 With regard to challenges and obstacles to resident research, difficulties with study design and data collection were ranked above all others. In terms of opportunities for improvement, respondents strongly supported the development of online study design and biostatistics modules, while giving less support to activities that are regularly provided by their residency programs, such as online journal clubs and mentorship.…”

Section: Discussionmentioning

confidence: 99%

“…8 The questions were refined and pilot-tested online by the subcommittee and independent academic faculty.…”

Section: Survey Content and Administrationmentioning

confidence: 99%

“…The ACEP Research Committee-Pipeline Subcommittee members involved in the study identified the program directors and research directors from individual program websites and designed secondary outcomes for this investigation to be consistent with previously published literature examining the role of resident research participation and productivity on career selection in EM. 8 The questions were refined and pilot-tested online by the subcommittee and independent academic faculty.…”

Section: Survey Content and Administrationmentioning

confidence: 99%

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A National Evaluation of the Scholarly Activity Requirement in Residency Programs: A Survey of Emergency Medicine Program Directors

Geyer

Kaji

Katz

et al. 2015

Academic Emergency Medicine

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Objectives: The Review Committee for Emergency Medicine (RC-EM) requirement for scholarly activity, which programs may define as an original research project or some other form of scholarly activity, applies to all EM residents. The objectives of this study were to: 1) describe the percentage of residency programs that require an original research project to meet the RC-EM requirement for scholarly activity, 2) describe specific challenges and resources for residents completing the RC-EM scholarly activity requirement, and 3) identify associations between the interpretation of the requirement and early career outcomes.Methods: This was a cross-sectional online survey of program or research directors from all U.S. allopathic EM residency programs. Respondents were queried about key demographics and domains relating to research curriculum, resources, expectations, outcomes, challenges, and future opportunities. Data were analyzed using descriptive statistics.Results: The overall response rate was 113 of 156 (72%) EM residency programs. Respondents were more likely to represent university-based programs, but otherwise did not differ from nonrespondents across key demographic criteria. An original research project was required by 39% of responding programs, with a minimum deliverable in 93% of these programs. Program directors listed data collection and study design as the principle challenges residents face while completing their scholarly activities. Faculty mentorship, biostatistical support, and travel support were common resources reportedly available to residents. Comparison of programs with an original research requirement to those without revealed many differences in outcomes. Programs with a research requirement were more likely to have residents with oral or poster presentations (46% vs. 25%, mean difference = 21%, 95% confidence interval [CI] = 16% to 28%), published manuscripts (25% vs. 18%, mean difference = 7%, 95% CI = 2% to 10%), entering fellowship training after residency (27% vs. 20%, mean difference = 7%, 95% CI = 4% to 10%), and using a biostatistician (64% vs. 28%, median difference = 26%, 95% CI = 24% to 28%). There were no statistically significant differences in other evaluations of resources or outcome measures, including resident choice of academic career after leaving residency.Conclusions: There is no consistent interpretation and implementation of the RC-EM requirement for scholarly activity among EM residency programs. Residency programs requiring an original research project were more likely to have residents with accepted oral or poster presentations, published manuscripts, and entering fellowships after residency training.

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Academic Career Selection in American Emergency Medicine Residents

Cited by 37 publications

References 16 publications

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds

A Ten‐year Program Evaluation of an Emergency Medicine Scholarly Track in Education Using a Qualitative Approach

A National Evaluation of the Scholarly Activity Requirement in Residency Programs: A Survey of Emergency Medicine Program Directors

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