Developing a Job Description for a Vice Chair of Education in Radiology

Lewis, Petra J.; Probyn, Linda; McGuinness, Georgeann; Nguyen, Jeremy; Mullins, Mark E.; Resnik, Charles S.; Oldham, Sandra A. A.

doi:10.1016/j.acra.2015.02.001

Cited by 19 publications

(19 citation statements)

References 3 publications

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“…[1][2][3][4] Chairs 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Volume 217 February 2020 from these other specialties relied on the VCE to mentor others in education, educational administration, and educational scholarship, in addition to oversight and support of educational programs. 1,3,4,5 Although the Liaison Committee on Medical Education and Accreditation Council for Graduate Medical Education have specific guidelines and criteria for clerkship directors and program directors, such guidelines do not yet exist for the VCE role. 6,7 Pediatric chairs value VCEs for their ability to improve education within the department by providing a unified, educational strategic vision and ensuring the success of the educational mission while mentoring others in their educational role and educational scholarship.…”

Section: Discussionmentioning

confidence: 99%

Roles, Responsibilities, and Value of a Vice Chair of Education in Academic Pediatric Departments

McBride

Turner

et al. 2020

The Journal of Pediatrics

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he leadership structure within many academic departments often includes faculty members in dedicated educational leadership positions who are responsible for providing oversight to a diverse population of specialtyspecific learners and programs. These individuals provide leadership for medical education programs that span the continuum from undergraduate to graduate and continuing medical education. The term "Vice Chair of Education" (VCE) first appeared in the medical literature in 2010 to describe this leadership function. 1 In the past decade, studies have described this role in medicine, surgery, radiology, and psychiatry. 1-4 These studies demonstrate that although the role is increasingly common, particularly in larger departments, only 10%-34% of VCEs have clearly defined roles and responsibilities. 1-3 Currently there is little known about pediatric VCEs. The purpose of this study is to determine roles, responsibilities, funding mechanisms, and impact of a VCE in US pediatric academic departments.

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Section: Discussionmentioning

confidence: 99%

Roles, Responsibilities, and Value of a Vice Chair of Education in Academic Pediatric Departments

McBride

Turner

et al. 2020

The Journal of Pediatrics

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“…Exemplar job descriptions convey specific tasks that an individual is expected to execute, help departmental leadership identify ideal candidates for a specific position, and highlight minimum qualifications for the position. A detailed job description establishes boundaries and accountability for the educational metrics of the department, effort allocation, and reporting relationships, whether the VCE held other roles in the department or not …”

Section: Discussionmentioning

confidence: 99%

“…Similar to other specialties, there is an a priori assumption that the VCE position in EM exists to promote excellence in and ensure quality with training, teaching, and educational scholarship across training programs housed in the ED . In this position, VCEs in EM have the opportunity to steer the academic mission of the department, support educational programs, provide mentorship, and assist faculty with promotions . It is encouraging to discover that there are almost 60 VCEs in EM across the United States who are dedicated to advancing the educational mission of the specialty.…”

Section: Discussionmentioning

confidence: 99%

“…Over the past decade, several medical specialties introduced the vice chair of education (VCE) position as a new role in response to increasing demands for expert educational leadership in academic departments. VCEs facilitate the design and implementation of educational programs and further integrate undergraduate medical education and graduate medical education (GME) missions . In a survey of 59 internal medicine VCEs in the United States and Canada, Brownfield et al identified several themes for the expectations of this role, including the oversight of educational programs, sharing educational expertise, promotion of scholarship in medical education, and leading educational activities within the department.…”

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confidence: 99%

“…In 2015, the Alliance of Directors and Vice Chairs of Education in Radiology (ADVICER) developed a comprehensive job description for this role, which identified means through which VCEs could promote excellence in training, leadership, and scholarship within an academic department of radiology . A survey of VCEs in general surgery further defined the role and its responsibilities, highlighting the importance of providing VCEs with clear expectations and paths for career advancement…”

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confidence: 99%

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The Vice Chair of Education in Emergency Medicine: A Workforce Study to Establish the Role, Clarify Responsibilities, and Plan for Success

Papanagnou

Messman

Branzetti

et al. 2019

AEM Education and Training

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Objectives: Despite increasing prevalence in emergency medicine (EM), the vice chair of education (VCE) role remains ambiguous with regard to associated responsibilities and expectations. This study aimed to identify training experiences of current VCEs, clarify responsibilities, review career paths, and gather data to inform a unified job description.Methods: A 40-item, anonymous survey was electronically sent to EM VCEs. VCEs were identified through EM chairs, residency program directors, and residency coordinators through solicitation e-mails distributed through respective listservs. Quantitative data are reported as percentages with 95% confidence intervals and continuous variables as medians with interquartiles (IQRs). Open-and axial-coding methods were used to organize qualitative data into thematic categories.Results: Forty-seven of 59 VCEs completed the survey (79.6% response rate); 74.4% were male and 89.3% were white. Average time in the role was 3.56 years (median = 3.0 years, IQR = 4.0 years), with 74.5% serving as inaugural VCE. Many respondents held at least one additional administrative title. Most had no defined job description (68.9%) and reported no defined metrics of success (88.6%). Almost 78% received a reduction in clinical duties, with an average reduction of 27.7% protected time effort (median = 27.2%, IQR = 22.5%). Responsibilities thematically link to faculty affairs and promotion of the departmental educational mission and scholarship.Conclusion: Given the variability in expectations observed, the authors suggest the adoption of a unified VCE job description with detailed responsibilities and performance metrics to ensure success in the role. Efforts to improve the diversity of VCEs are encouraged to better match the diversity of learners.From the

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