Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up

Penner, Anne E; Lundblad, Wynne; Azzam, Pierre N.; Gopalan, Priya; Jacobson, Sansea L.; Travis, Michael J.

doi:10.1007/s40596-016-0536-9

Cited by 15 publications

(4 citation statements)

References 10 publications

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“… 14 In addition to exposure to a specific area of concentration, tracks may increase scholarly activity, academic success, and selection of a career in academic medicine. 14 – 16 Despite these potential benefits and suggested strategies for implementation, a recent review of publicly available data demonstrated that specialized tracks are not widespread in EM training programs. 14 , 17 The reasons for this are unclear.…”

Section: Introductionmentioning

confidence: 99%

Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career

Jordan

Hwang

Kaji

et al. 2018

WestJEM

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IntroductionCareer preparation in residency training is not standardized. Scholarly tracks have emerged in emergency medicine (EM) residencies to allow specialized training in an area of focus. The characteristics of these tracks and their value and impact on resident career choice are unknown. We aim to describe the current state of scholarly tracks in residency training programs and their association with pursuit of an academic career.MethodsProgram leaders at EM training programs completed an online survey consisting of multiple-choice items with free-text option. Additionally, participants completed a matrix of dropdown items identifying the immediately chosen post-residency position and applicable track of each member of their graduating class. Descriptive statistics were calculated and reported for multiple-choice items. We performed comparative statistics using chi-squared and Wilcoxon rank-sum tests. Free-text responses were analyzed using a thematic approach.Results113/157(72%) programs participated, 51 with and 62 without tracks. Tracks were more common in four-year programs (odds ratio [OR]=4.8;[2.0–11.9]) and larger programs (chi-sq, p=0.001). Perceived benefits of tracks from programs with them included advanced training (46/50; 92%), career guidance (44/50; 88%), mentorship (44/50; 88%), and preparation for an academic career (40/50; 80%). Residents often participated in a single track (37/50; 74%) usually during their later residency years. Programs with tracks were more likely to graduate residents to an academic career, OR 1.8;[1.3–2.4].ConclusionThis study describes the current characteristics and perceptions of scholarly tracks in EM residencies. Scholarly tracks are associated with an academic position immediately following residency. The results of this study may inform the development and use of scholarly tracks in residency training programs.

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Section: Introductionmentioning

confidence: 99%

Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career

Jordan

Hwang

Kaji

et al. 2018

WestJEM

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“…These roles have been embraced by the profession, as evidenced by their inclusion as core competencies for physicians. [29][30][31] A few programs (e.g., tracks) that foster nonclinical interests in residency have been described [32][33][34][35][36][37][38] ; long-term program outcomes are largely unknown. For most trainees, residency does not allow for meaningful integration of clinical and nonclinical interests, despite recommendations in centennial reports to provide opportunities for trainees to experience diverse physician roles.…”

Section: Discussionmentioning

confidence: 99%

Stability and Change in the Journeys of Medical Trainees: A 9-Year, Longitudinal Qualitative Study

et al. 2021

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Purpose It takes many years for trainees to become physicians—so long that their individual journeys through medical school and residency are seldom systematically studied and thus not well understood. Lack of understanding hinders effective support of future physicians’ development across traditional time-bound phases of medical education. The authors initiated a longitudinal qualitative study, tracing a cohort of 6 trainees through the same medical school and 6 different residencies. They asked, how do stability and change characterize the lived experience of trainees through time? Method From 2010 to 2019, the authors conducted in-depth interviews every 6 to 12 months with 6 trainees, using reflective prompts about formative events and prior interviews. Data were inductively coded and analyzed in an iterative fashion. By scrutinizing data via time-ordered displays of codes, the authors identified 3 patterns of stability and change, particularly related to constructing careers in medicine. The study originated at a private medical school in New York, New York. Results Patterns in the balance between stability and change were shaped by trainees’ career interests. Trainees motivated by stable clinical interests perceived their journey as a “series of stepping-stones.” Trainees motivated by evolving clinical interests described disruptive change or “upsets”; however, they were still accommodated by medical education. In contrast, trainees motivated by stable nonclinical (i.e., social science) interests perceived their journey as a “struggle” in residency because of the clinically heavy nature of that phase of training. Conclusions Based on this descriptive, 9-year study of a small number of trainees, medical education seems to accommodate trainees whose journeys are motivated by clinical interests, even if those clinical interests change through time. Medical education could consider alternatives to time-bound frames of reference and focus on the right time for trainees to integrate clinical and social sciences in medical training.

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“…3 Recently there has been the advent of medical education tracks within graduate medical education across specialties (Psychiatry, Internal Medicine, Pediatrics, Family Medicine, Emergency Medicine, and Internal Medicine Fellowships). [3][4][5][6][7][8][9][10][11][12][13][14][15] A 2019 scoping review looking at these medical education tracks found that most included core curricula with classroom-based sessions and workplace-based opportunities to practice skills, and required scholarly projects. 15 Outcomes data published regarding these programs are sparse.…”

Section: Introductionmentioning

confidence: 99%

Developing residents as educators: A medical education track within a physical medicine and rehabilitation residency program

Rydberg,

Gilbert,

Rho

et al. 2023

PM&R

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An academic career requires knowledge and skills in providing clinical care, research, and medical education. More medical trainees are now aspiring to become clinician‐educators. The objective of this descriptive study was to design and implement an optional 18‐month Medical Education Track for Physical Medicine and Rehabilitation (PM&R) residents and assess resident confidence in medical educator knowledge and skills. A survey for trainees to self‐evaluate their confidence in teaching skills, mentorship, and educator skills was developed. All resident physicians were surveyed at the start of their PGY3 year as a needs assessment. All residents were surveyed again 18 months later. Twenty‐six out of thirty‐six residents participated in the optional Medical Education Track (72.2%). All PM&R trainees demonstrated improved confidence in teaching, mentoring, and medical educator skills over an 18‐month period. Participants in the Medical Education Track had higher scores in all domains. There was a high degree of satisfaction with the Track amongst participants, with all domains rated between “somewhat satisfied” and “extremely satisfied.” A dedicated Medical Education Track may be a useful way to train PM&R resident physicians in medical education knowledge and skills to provide a foundation for future careers in medical education.This article is protected by copyright. All rights reserved.

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Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up

Abstract: This study underscores the benefits of a clinician educator track and suggests areas for future growth.

Cited by 15 publications

References 10 publications

Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career

Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career

Stability and Change in the Journeys of Medical Trainees: A 9-Year, Longitudinal Qualitative Study

Developing residents as educators: A medical education track within a physical medicine and rehabilitation residency program

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