Separate and Equitable Promotion Tracks for Clinician-Educators

Fleming, Victoria; Schindler, Nancy; Martin, Gary J.; DaRosa, Debra A.

doi:10.1001/jama.294.9.1101

Cited by 98 publications

(75 citation statements)

References 23 publications

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“…Publication in peer-reviewed journals is likely to advance the promotion of clinicianeducators and to facilitate the dissemination of effective teaching strategies among medical educators. 1,8,9 Research has shown that consumers of medical education literature find the greatest value in novel, provocative research findings and methodologically sound research; other important features include relevance, feasibility, and connection to a conceptual framework. 21 Use of the MERSQI may enhance methodological quality in evaluating curricula and performing medical education research.…”

Section: Discussionmentioning

confidence: 99%

“…6 Accordingly, several studies have demonstrated that clinician-educators are less likely than clinician-investigators to achieve high academic rank. 7,8 While many academic centers have developed clinicianeducator tracks with different promotion criteria, 9 half of division directors in general internal medicine still consider publication of original research as very important for the academic advancement of clinician-educators. 10 Of the 79 reports included in the Cochrane review on abstract publication rates, 2 only three have directly assessed the association between abstract quality and subsequent publication.…”

Section: Introductionmentioning

confidence: 99%

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Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

et al. 2015

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BACKGROUND: Studies reveal that 44.5 % of abstracts presented at national meetings are subsequently published in indexed journals, with lower rates for abstracts of medical education scholarship. OBJECTIVE: We sought to determine whether the quality of medical education abstracts is associated with subsequent publication in indexed journals, and to compare the quality of medical education abstracts presented as scientific abstracts versus innovations in medical education (IME). DESIGN: Retrospective cohort study. PARTICIPANTS: Medical education abstracts presented at the Society of General Internal Medicine (SGIM) 2009 annual meeting. MAIN MEASURES: Publication rates were measured using database searches for full-text publications through December 2013. Quality was assessed using the validated Medical Education Research Study Quality Instrument (MERSQI). KEY RESULTS: Overall, 64 (44 %) medical education abstracts presented at the 2009 SGIM annual meeting were subsequently published in indexed medical journals. The MERSQI demonstrated good inter-rater reliability (intraclass correlation range, 0.77-1.00) for grading the quality of medical education abstracts. MERSQI scores were higher for published versus unpublished abstracts (9.59 vs. 8.81, p=0.03). Abstracts with a MERSQI score of 10 or greater were more likely to be published (OR 3.18, 95 % CI 1.47-6.89, p=0.003). ). MERSQI scores were higher for scientific versus IME abstracts (9.88 vs. 8.31, p<0.001). Publication rates were higher for scientific abstracts (42 [66 %] vs. 37 [46 %], p=0.02) and oral presentations (15 [23 %] vs. 6 [8 %], p=0.01). CONCLUSIONS: The publication rate of medical education abstracts presented at the 2009 SGIM annual meeting was similar to reported publication rates for biomedical research abstracts, but higher than publication rates reported for medical education abstracts. MERSQI scores were associated with higher abstract publication rates, suggesting that attention to measures of quality-such as sampling, instrument validity, and data analysis-may improve the likelihood that medical education abstracts will be published.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

et al. 2015

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“…5,6 The Stanford Anesthesia Program for teaching faculty was initiated in 2007 at the department level to train and empower faculty to develop their own pedagogy and to improve residency education. [7][8][9] The goals of this article are to (1) describe the program intervention and changes made based on participant feedback, (2) summarize the characteristics of the faculty enrolled and projects undertaken, and (3) measure the outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Stanford Anesthesia Faculty Teaching Scholars Program: Summary of Faculty Development, Projects, and Outcomes

Macario¹,

Tanaka²,

Landy³

et al. 2013

Journal of Graduate Medical Education

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Background The Stanford Anesthesia Teaching Scholars Program was launched in 2007 to further pedagogic training of faculty and improve residency education. Objectives The goals of this article are to describe the program intervention and improvements made based on participant feedback, summarize the characteristics of the faculty enrolled and projects undertaken, and report on program outcomes tracked to date. Intervention The Teaching Scholars Program housed within the Department of Anesthesia supports faculty in these areas: (1) attending education-related meetings; (2) engaging in a monthly seminar on core topics paired with independent study reading; and (3) undertaking a project to improve resident education. Structured interviews with all graduates (n = 19; 47% women) were conducted using a pilot-tested questionnaire. Results A total of 15 of 19 Scholars (79%) were instructors/assistant professors. Sixteen Scholars (84%) attended an off-site education meeting. The Scholars pursued a variety of projects, including curriculum (53%), teaching (26%), administration (11%), assessment (5%), and advising/mentoring (5%). Projects were fully completed by 13 of 19 participants (68%), and 12 of 19 projects (63%) are currently integrated into the residency. Completed projects were published/presented at conferences by 4 of 13 participants (31%), and education grants were received by 3 of 19 participants (16%). Conclusions This is the first description of a faculty development (education) program in an anesthesiology department. The program has been well accepted by participants and resulted in increased educational products, some of which have become a permanent part of the residency curriculum. This educational innovation can be replicated in other departments of anesthesiology provided that funding is available for faculty time and meeting expenses.

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“…The Society of General Internal Medicine and others provide detailed examples to document scholarship for promotion of clinician-educators 3,[27][28][29][30] . Proposed documentation of productivity includes areas relevant to teaching, mentoring and supervision, educational and administrative service, and scholarship of dissemination 31 . Some examples include participating in clinical research, publishing in books and peer-reviewed journals, developing curriculum and presenting at academic meetings [27][28][29][30] .…”

Section: Discussionmentioning

confidence: 99%

Scholarship Opportunities for Trainees and Clinician Educators: Learning Outcomes from a Case Report Writing Workshop

et al. 2008

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Separate and Equitable Promotion Tracks for Clinician-Educators

Cited by 98 publications

References 23 publications

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

The Stanford Anesthesia Faculty Teaching Scholars Program: Summary of Faculty Development, Projects, and Outcomes

Scholarship Opportunities for Trainees and Clinician Educators: Learning Outcomes from a Case Report Writing Workshop

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