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Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes.
Callahan, Edward J; Banks, Michael; Medina, Jose; Disbrow, Kenny; Soto-Greene, Maria; Sánchez, John P.
Afiliación
  • Callahan EJ; Associate Vice Chancellor for Academic Personnel, Emeritus, University of California, Davis, School of Medicine.
  • Banks M; Professor of Family and Community Medicine, Emeritus, University of California, Davis, School of Medicine.
  • Medina J; Assistant Professor, Anesthesiology, Johns Hopkins University School of Medicine.
  • Disbrow K; Third-Year Medical Student, Rutgers New Jersey Medical School.
  • Soto-Greene M; Emergency Medicine Resident, Emory University School of Medicine.
  • Sánchez JP; Professor of Medicine, Rutgers New Jersey Medical School.
MedEdPORTAL ; 13: 10661, 2017 12 20.
Article en En | MEDLINE | ID: mdl-30800861
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 first-generation 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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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Selección de Profesión / Movilidad Laboral / Becas Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: MedEdPORTAL Año: 2017 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Selección de Profesión / Movilidad Laboral / Becas Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: MedEdPORTAL Año: 2017 Tipo del documento: Article Pais de publicación: Estados Unidos