Faculty Career Tracks at U.S. Medical Schools

Coleman, Mick; Richard, George V.

doi:10.1097/acm.0b013e3182222699

Cited by 45 publications

(29 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This diversity of academic roles could be better adapted in the field of nephrology. Consequently, emphasizing the array of options to trainees early in their careers could help retain a higher proportion in academic medicine who may not otherwise have realized that there was a clear path to advancement outside the traditional model of majority research (15).…”

Section: Discussionmentioning

confidence: 99%

Factors in Career Choice among US Nephrologists

McMahon

Thomas

Tucker

et al. 2012

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

SummaryBackground and objectives There is a projected shortage of kidney specialists, and retention of trainees in nephrology is important. Determining factors that result in choosing a nephrology career could inform future strategies to attract nephrology fellows. Results Of the 3399 members, 913 (23%) returned the survey. Mean age was 51.1610.5 years, and 46.1% were academic nephrologists. In addition, 38.4% of respondents graduated between 2000 and 2009. Interest in nephrology began early in training, with the intellectual aspects of nephrology, early mentoring, and participation in nephrology electives named as the most common reasons in choosing nephrology. Academic nephrologists were more likely to have participated in research in medical school, have a master's degree or PhD, and successfully obtained research funding during training. Academic debt was higher among nonacademic nephrologists. Research opportunities and intellectual stimulation were the main factors for academic nephrologists when choosing their first postfellowship positions, whereas geographic location and work-life balance were foremost for nonacademic nephrologists.Conclusions These findings highlight the importance of exposing medical students and residents to nephrology early in their careers through involvement in research, electives, and positive mentoring. Further work is needed to develop and implement effective strategies, including increasing early exposure to nephrology in preclinical and clinical years, as well as encouraging participation in research, in order to attract future nephrology trainees.

show abstract

Section: Discussionmentioning

confidence: 99%

Factors in Career Choice among US Nephrologists

McMahon

Thomas

Tucker

et al. 2012

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

show abstract

“…As clinical and research-focused faculty roles have become more varied, so has the faculty experience and, conceivably, the propensity and reasons for leaving AMCs [13]. Research suggests that faculty in clinical roles are less likely to be at higher academic ranks, less likely to be satisfied with their progress towards academic promotion, and more likely to leave or express intent to leave academic medicine [14–17].…”

Section: Introductionmentioning

confidence: 99%

Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines

et al. 2017

View full text Add to dashboard Cite

BackgroundFaculty 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).MethodIn 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.ResultsEighty-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.ConclusionsAMCs 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.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0830-y) contains supplementary material, which is available to authorized users.

show abstract

“…13,14,16,23 A recent study documented this proliferation of track types, revealing that U.S. medical schools offer an average of 3.6 (range of 1-8) faculty tracks. 23 The Faculty Roster data we examined categorized disparately named faculty tracks into eight defined types, including the now widely offered CET type. First reported in 1984, the CET type is now offered at three-fourths of schools, with a growing number of faculty pursuing this track type.…”

Section: Discussionmentioning

confidence: 97%

“…These newer faculty track types have various requirements for promotion and tenure but typically contrast sharply with the rigorous time limitations of the TTT type. 15,23 Promotion criteria for faculty on the CET type have been a challenging area of discussion since the track's inception. 13,14,17 Without the defined academic productivity and rank requirements of the TTT type (e.g., "publish or perish"), clinician-educator faculty who face ever-increasing clinical demands may put less emphasis on producing measurable academic products, such as publications in peer-reviewed journals or grantfunded research.…”

Section: Discussionmentioning

confidence: 99%

“…20,21 Reasons for this decline include changes in the fundamental concept of tenure, changes in tenure policies to address work-life balance challenges, and a rise in new MD clinical faculty appointed to non-tenure-eligible tracks. 22,23 Faculty on the CET type may be offered tenure, but it is less likely than for those on the TTT type. Promotion and recognition of faculty on the CET type are evolving and have lagged behind promotion and recognition of faculty on the TTT type.…”

mentioning

confidence: 97%

See 1 more Smart Citation