Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship

Williams, Reneé; Holaday, Louisa W.; Lamba, Sangeeta; Soto-Greene, Maria; Sánchez, John Paul

doi:10.15766/mep_2374-8265.10554

Cited by 13 publications

(12 citation statements)

References 21 publications

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“…In 2015, the BNGAP curriculum committee, comprising 25 diverse trainees and educational leaders from across the country, helped to create and/or review a series of educational workshops to promote academic career awareness. 16 Five committee members with experience in diversity and inclusion work were responsible for developing and editing this particular workshop.…”

Section: Introductionmentioning

confidence: 99%

Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers

et al. 2018

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IntroductionThe expansion of medical schools and increased faculty attrition call for heightened efforts to encourage medical students and residents to consider academic careers. As diversity serves as a driver of institutional excellence, special attention to the ongoing underrepresentation of certain groups in academia, such as racial and ethnic minorities, women, and lesbian, gay, bisexual, and transgender individuals, is warranted.MethodsWe developed a 90-minute workshop to raise medical student and resident awareness of academic medicine careers, and the benefits and challenges of having a diverse faculty. The workshop consists of a didactic PowerPoint presentation and a reflection exercise, shared in small- and large-group format, discussing facilitators and barriers to pursuing academia. The workshop was implemented at nine regional conferences.ResultsThere were 165 diverse participants. In comparing pre- and postworkshop responses of learners using the sample t test, there was a statistically significant increase in confidence to succeed in academic medicine given learners' gender (2.69 vs. 3.34, p < .001), race and ethnicity (2.53 vs. 3.24, p < .001), or sexual orientation (3.04 vs. 3.42, p < .001). Approximately 95% of learners felt that each of the workshop's learning objectives had been achieved. Participants considered the workshop to be enlightening, motivational, realistic, and validating.DiscussionThis workshop was effective in providing an interactive format for medical students and residents to gain awareness of the state, benefits, and challenges of diversity and inclusion in academic medicine, and can affect their perception of being a future faculty member.

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confidence: 99%

Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers

et al. 2018

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“…During the winter of 2015, the Building the Next Generation of Academic Physicians (BNGAP) group developed this workshop on finding an academic position after residency as one offering in a set of workshops explicitly designed to heighten medical students' and residents' awareness of academic careers. 10,11…”

Section: Introductionmentioning

confidence: 99%

“…The workshop should be set up for a small group (40 or fewer participants) to facilitate a safe space for participants to share their career journey, aspirations, and challenges in relation to an academic medicine career. 10,11 Implementation: The 1.5-hour workshop was administered during academic medicine career development conferences for medical students and residents. Participants and speakers were from the hosting medical schools or nearby academic health centers.…”

Section: Introductionmentioning

confidence: 99%

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

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Landry²,

Sánchez

et al. 2018

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

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“…12 Some components are similar (e.g., documenting scholarship), while others are unique to the training level (e.g., AMCAS application—describe one's most meaningful experience; educator portfolio—educator's philosophy). 13,14 A portfolio, as a collection of an individual's work, can facilitate narrative reflection, self-assessment, and goal setting. 15,16 For mentors, the CV or portfolio is a crucial aid in reviewing and guiding mentees in their professional journey.…”

Section: Introductionmentioning

confidence: 99%

Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes

et al. 2017

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Introduction: The growth in number of medical schools and increased numbers of faculty tracks have combined with evolving criteria for promotion to trigger a call for greater transparency of academic appointment and promotion processes. Most vulnerable to confusion about these changes are firstgeneration and diverse medical students and residents, the upstream pipeline of the academic medicine workforce. Diverse medical students have expressed diminished interest in academia because of perceived obstacles in appointment and promotion processes. Methods: This workshop was designed to utilize didactics and career reflection exercises to help trainees learn: (1) how to define core terms related to academic appointment and promotion processes, (2) how to compare data elements for different CVs and portfolios, (3) common steps in submitting a promotion package, and (4) that they can immediately begin to document content for academic CVs, portfolios, and promotion packages. Results: One hundred forty-five diverse participants completed an evaluation at eight conferences across the U.S. More than 90% strongly agreed or agreed that the aforementioned objectives were met. Participants commented that the workshop was "illuminating," was "very informative," and "provided an inside look of how faculty are evaluated." Results showed an immediate impact on participants' self-reported confidence to negotiate appointment and promotion processes. Discussion: Increases in self-rated confidence to negotiate appointment and promotion processes may help sustain trainees' interest in becoming future faculty. Further monitoring will be needed to determine if early exposure to these concepts improves probability of seeking, obtaining, and maintaining appointments.

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Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship

Cited by 13 publications

References 21 publications

Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers

Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers

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

Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes

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