Dataset Information

How to Find an Academic Position After Residency: Who, What, When, Where, Why, and How.

ABSTRACT:

Introduction

Transitioning from trainee to practicing physician is a process that is not frequently discussed during postgraduate training, but such a discussion is necessary if the number of academic physicians is to increase and physicians from underrepresented communities are to gain insight about the varied opportunities to join academe. This workshop combines a case-based format in its didactic portion with a step-by-step guide and time line to introduce the process for securing an academic position postresidency.

Methods

Kern's six-step model was used as the framework for the workshop's design, delivery, and assessment. The workshop was presented to medical students and residents at a series of programs fostering the development of the next generation of academic physicians that were offered at host medical schools across the US between July 2016 and May 2017.

Results

Evaluation data were collected from 64 participants from nine academic medicine conferences across the nation. In comparing pre- and postworkshop responses, there was a statistically significant increase in confidence to find an academic position after residency (1.95 vs. 3.18, paired-sample t test, p < .001). More than 90% of respondents agreed or strongly agreed that the workshop's three objectives were met. Participants commented that they appreciated discussions on contracts and the steps they should take following residency in order to successfully obtain an academic position.

Discussion

This workshop may assist trainees in making better-informed decisions about considerations that are important for finding and retaining an academic position long-term.

SUBMITTER: Mason BS

PROVIDER: S-EPMC6342352 | biostudies-literature | 2018 Jun

REPOSITORIES: biostudies-literature

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Publications

How to Find an Academic Position After Residency: Who, What, When, Where, Why, and How.

Mason Bonnie Simpson BS Landry Alden A Sánchez John P JP Williams Valerie N VN

MedEdPORTAL : the journal of teaching and learning resources 20180626

<h4>Introduction</h4>Transitioning from trainee to practicing physician is a process that is not frequently discussed during postgraduate training, but such a discussion is necessary if the number of academic physicians is to increase and physicians from underrepresented communities are to gain insight about the varied opportunities to join academe. This workshop combines a case-based format in its didactic portion with a step-by-step guide and time line to introduce the process for securing an ...[more]

PMID: 30800927

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Project description:Audience and type of curriculumThis curriculum is designed for emergency medicine fellows and first-year junior faculty. The curriculum covers core topics related to academic and professional success for an early career faculty member.Length of curriculumThe curriculum is designed as quarterly sessions over the course of one academic year.IntroductionAn increasing number of emergency medicine graduates are pursuing fellowship after completion of residency.1 Fellowship can be challenging as newly minted graduates begin to explore their academic niche, refine their clinical practice, and define their personal and professional spheres. We propose a structured curriculum to help guide fellows and new faculty to mitigate these challenges.Educational goalsThe aim of this curriculum is to develop relevant skills to promote academic success for fellows and first-year faculty at the start of their academic career and which could be completed during a one-year training timeline. We included topics relevant to all fellow and new faculty's expected personal and professional journey during this first year, including time management, academic productivity, resilience/wellness, and developing a national reputation.Educational methodsThe educational strategies used in this curriculum consist primarily of lecture seminars. There is one short individual activity associated with the lectures and one small group discussion.Research methodsThe course was assessed with pre- and post-test surveys following each lecture. Surveys assessed participants' reaction, learning, and behavior for each session. Evaluations were completed based on a 5-point Likert scale (1=strongly disagree, 5=strongly agree).ResultsFifteen participants attended the seminar series encompassing fellows and first-year faculty/post-fellows from ten different fellowship subspecialities. Average pre-assessment scores were low for many of the self-reported skills and confidence throughout the seminar series. Overall, participants reported increased confidence on the post-test for each of the seminar topics. In addition, participants reported that they learned new skills and planned to use the new ideas presented. All participants reported they would recommend these seminars to someone else on their same career path.DiscussionOverall, participants reported increased confidence, new skills, and plans to use the ideas presented in the seminar series. The content appears applicable to this learner set since all reported they would recommend the series to others on their career path. In conclusion, we believe our seminar series will build skills for fellows and first-year faculty which will promote academic success.TopicsAcademic success, professional development, early career development.

Dataset Information

How to Find an Academic Position After Residency: Who, What, When, Where, Why, and How.

Introduction

Methods

Results

Discussion

Publications

How to Find an Academic Position After Residency: Who, What, When, Where, Why, and How.

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