Nurturing Passion in a Time of Academic Climate Change

Chapman, Arlene B.; Guay‐Woodford, Lisa M.

doi:10.2215/cjn.04240808

Cited by 23 publications

(22 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…24 Personality clashes, generational tensions, power dynamics are all reasons that mentoring relationships fail. 2,3,25,26 Furthermore, as your career develops, your mentoring needs will change. 24 By choosing your mentors carefully initially and cultivating the relationship, you will ensure the effectiveness of you and your mentors' interactions.…”

Section: Nurturing the Mentoring Relationshipmentioning

confidence: 99%

“…The responsibilities, time allocation, and financial structures are so different that without strong mentorship many junior faculty find themselves lost in their first months, or even years. [1][2][3] Given the importance and frequency of these transitions, we were surprised to find that scant research sheds light on this issue. There is even a paucity of experiential literature that might guide junior faculty on how to effectively start a new academic job or to help academic institutions best assist and mentor young doctors in their early years.…”

mentioning

confidence: 99%

“…6 Since the average hospital loses roughly half of its new recruits within 5 years of hiring, some health systems have noticed this work and have begun to look at how to effectively on-board new physicians as a means to improve retention. 2,7 On-boarding strategies, however, are by no means standard protocol for academic centers.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Effective “On-Boarding”: Transitioning from Trainee to Faculty

Gustin

Tulsky

2010

Journal of Palliative Medicine

View full text Add to dashboard Cite

The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as ''on-boarding,'' effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role-''managing yourself,'' (3) invest in/secure early wins, (4) manage your manager, (5) identify the ''true (or hidden)'' organizational culture, (6) reassess your own goals-''look in the rearview mirror and to the horizon,'' and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs.

show abstract

Section: Nurturing the Mentoring Relationshipmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Effective “On-Boarding”: Transitioning from Trainee to Faculty

Gustin

Tulsky

2010

Journal of Palliative Medicine

View full text Add to dashboard Cite

show abstract

“…Competition for time in an academic physician's work day is well recognized. 5 Multiple and often concurrent roles of clinical care, teaching, administrative duties, and collegial interaction all require concerted effort and dedicated time. Writing requires time and practice.…”

Section: Introductionmentioning

confidence: 99%

The Writing Retreat: A High-Yield Clinical Faculty Development Opportunity in Academic Writing

Cable¹,

Boyer²,

Colbert³

et al. 2013

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.

show abstract

“…These include federally mandated caps on Medicare-funded graduate medical education programs, insecurity about research funding, increased training time necessary for success as a researcher, generational differences in career and lifestyle attitudes, increasing administrative burdens, reduced clinical revenues, changing public attitudes toward medicine, increased medical school debt, the challenges in achieving effective mentoring, and others (1)(2)(3)(4). These issues are clearly on the minds of leaders in nephrology; a recent issue of the Clinical Journal of the American Society of Nephrology was partly devoted to current issues and challenges in academic nephrology (1,2,(5)(6)(7)(8). However, despite such obvious perception of the need to recognize and address these issues, how academic nephrology has, in fact, been affected by the various challenges has never been systematically addressed.…”

mentioning

confidence: 99%

The Changing Phenotype of Academic Nephrology— A Future at Risk?

Kohan¹,

Baird²

2009

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

Background and objectives: Academic nephrology faces increasing challenges in faculty hiring and development. However, it is unknown how these pressures have affected the number and demographics of academic nephrologists.Design, setting, participants, & measurements: Using the Association of American Medical Colleges Faculty Roster database, changes were analyzed in MD nephrology, as well as other internal medicine subspecialty, faculty from 1998 to 2008.Results: There were 1315 full-time MD nephrology faculty in 2008; this fell by 4.9% over the past decade. There were fewer junior, and more senior, faculty over this period. This was associated with 12.4% fewer tenured, 22.3% fewer tenure track, and an 11.5% increase in nontenure track, academic nephrologists. Academic nephrologists who are U.S. medical school graduates declined by 11.9%, while those who were international medical school graduates increased by 13.2%; nephrology has a greater percentage of international medical school graduates than any other internal medicine subspecialty. Female nephrology faculty increased by 14.3%, while male faculty fell by 9.5%. Asian nephrology faculty increased by 41.3%, while Caucasians declined by 15.2%. Similar changes in all the above parameters were seen for most other internal medicine subspecialties. The nephrology research programs at the top 20 research institutions, as compared with all other nephrology programs, had a greater decline in total MD, male, tenure track, and junior faculty.Conclusions: These data suggest that the future of academic nephrology is at risk. The decline in nephrology faculty provides incentive for leaders in academic nephrology to improve recruiting and retention practices.

show abstract

Nurturing Passion in a Time of Academic Climate Change

Cited by 23 publications

References 29 publications

Effective “On-Boarding”: Transitioning from Trainee to Faculty

Effective “On-Boarding”: Transitioning from Trainee to Faculty

The Writing Retreat: A High-Yield Clinical Faculty Development Opportunity in Academic Writing

The Changing Phenotype of Academic Nephrology— A Future at Risk?

Contact Info

Product

Resources

About