Understanding the Careers of Physician Educators in Family Medicine

Abstract

The study results highlight the key variables that draw faculty into education and sustain their vitality, and the professional and personal challenges that can derail or support their careers. This information can be used to recruit, develop, and retain successful and productive physician educators in family medicine.

Faculty Promotion and Attrition: The Importance of Coauthor Network Reach at an Academic Medical Center

“…6,7 A network of productive colleagues is among the strongest predictors of research publications, productivity, retention and advancement of academic faculty and of career satisfaction among medical school faculty. [8][9][10][11][12] A survey of academic physician educators indicated that their association with people including mentors and peers was an essential element for career fulfillment. 9 At the organizational level, connections are seen within organizational units that provide the context in which faculty work and train (e.g., labs, centers, divisions, departments).…”

“…[8][9][10][11][12] A survey of academic physician educators indicated that their association with people including mentors and peers was an essential element for career fulfillment. 9 At the organizational level, connections are seen within organizational units that provide the context in which faculty work and train (e.g., labs, centers, divisions, departments). Yet many underrepresented minorities (URMs) and women are marginalized within organizations, including being under the radar, underutilized and hidden talent.…”

Career Development Needs of Vice Chairs for Education in Departments of Surgery

“…5,8,20 Overall, the VCESDs in our study were satisfied. They perceived support from their chairs, and surgical faculty, as well as acceptance of their recommendations and the autonomy to pursue their responsibilities.…”

“…Only 3 respondents admitted to seeking actively the VCESD role, implying that for the remainder this was a serendipitous and unplanned event, as frequently happens in academic medicine. 8 Only a minority of VCESDs had a formal job description to guide their role. Although two thirds of VCESDs had sought at least 1 opportunity to improve their skills as educational leaders, it is not clear from our study whether respondents were actively pursuing an interest in a career in surgical education at the time they were offered the VCESD role or whether they decided to pursue career development opportunities after the position was offered.…”

“…Literature pertaining to faculty development and educator roles in the health professions was used to design a conceptual framework for our study. 1,[5][6][7][8] In addition, the question surveys were critiqued for content validity by experienced surgical education researchers at both participating institutions. This framework considered academic preparation, terms of employment, scope of duties, scholarly productivity, and job satisfaction.…”