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Item 6: Enhancing Vitality in Academic Medicine(Wiley, 2013) Palmer, Megan M.; Hoffmann-Longtin, Krista; Ribera, Tony; Dankoski, Mary E.; Ribera, Amy K.; Nelson Laird, Tom F.The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding faculty vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in faculty development activities are significantly more satisfied, engaged, and productive.Item Defining Student Success in Academic Medicine(Brieflands, 2018) Tori, Alvaro; Sotto-Santiago, Sylk; Sharp, Sacha; Mac, JacquelineBackground: The U.S. healthcare delivery system must increase the number of physicians who will deliver health care, as well as increase the number of scientists who will analyze and address the ailments that challenge diverse populations. Because medical schools are responsible for the education and preparation of diverse professionals, medical school administrators are working to create and maintain programs that recruit and retain students from underrepresented groups in medicine. Methods: This study follows A Student Success Ad-hoc Committee (SSAC) charged with a) defining student success, b) exploring the success of underrepresented students in medicine based on this definition, and c) drafting recommendations based on data and evidence collected. This self-study evaluates and assesses medical student experiences, their educational attainment, and outcomes at Indiana University School of Medicine. This aim is explored through the application of higher education theories to undergraduate medical education. Results: This paper demonstrates how an interdisciplinary team of academic medicine professionals endeavored to critically study the perceptions of student success in medicine. The study showcases the institution’s progress towards defining student success informed by literature on student retention and persistence, learning environments, and student outcomes. The paper includes recommendations based on a reflexive process about three areas: admissions and pre-matriculation, academic promotion, and the educational environment. Conclusion: The authors challenge professional schools in conducting self-studies that expand the utilization of theoretical and conceptual frameworks external to medicine, and reinforce the application of higher education research into professional school settings.Item Does academic practice protect emergency physicians against burnout?(Wiley, 2020-12-11) Norvell, Jeffrey G.; Baker, Annalee M.; Carlberg, David J.; Diller, David; Dziedzic, Jacqueline M.; Finnell, John T.; Greenberger, Sarah; Kessler, Chad; Lo, Bruce M.; Moungey, Brooke M.; Schiller, Elizabeth; Walter, Lauren A.; Emergency Medicine, School of MedicineBurnout is a complex syndrome thought to result from long‐term exposure to career‐related stressors. Physicians are at higher risk for burnout than the general United States (US) working population, and emergency medicine has some of the highest burnout rates of any medical specialty. Burnout impacts physicians’ quality of life, but it can also increase medical errors and negatively affect patient safety. Several studies have reported lower burnout rates and higher job satisfaction in academic medicine as compared with private practice. However, researchers have only begun to explore the factors that underlie this protective effect. This paper aims to review existing literature to identify specific aspects of academic practice in emergency medicine that may be associated with lower physician burnout rates and greater career satisfaction. Broadly, it appears that spending time in the area of emergency medicine one finds most meaningful has been associated with reduced physician burnout. Certain non‐clinical academic work, including involvement in research, leadership, teaching, and mentorship, have been identified as specific activities that may protect against burnout and contribute to higher job satisfaction. Given the epidemic of physician burnout, hospitals and practice groups have a responsibility to address burnout, both by prevention and by early recognition and support. We discuss methods by which organizations can actively foster physician well‐being and provide examples of 2 leading academic institutions that have developed comprehensive programs to promote physician wellness and prevent burnout.Item International pediatric surgery partnerships in sub-Saharan Africa: a scoping literature review(Taylor & Francis, 2022) Woods, Alison; Shofner, Charles; Hodge, Bethany; Pediatrics, School of MedicineBackground: Sub-Saharan Africa (SSA) faces a critical shortage of pediatric surgical providers. International partnerships can play an important role in pediatric surgical capacity building but must be ethical and sustainable. Objective: The purpose of this study is to perform a scoping literature review of international pediatric surgery partnerships in SSA from 2009 to 2019. We aim to categorize and critically assess past partnerships to aid in future capacity-building efforts. Methods: We performed a scoping literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR) guidelines. We searched the PubMed and Embase databases for articles published from 2009 to 2019 using 24 keywords. Articles were selected according to inclusion criteria and assessed by two readers. Descriptive analyses of the data collected were conducted in Excel. Results: A total of 2376 articles were identified. After duplicates were removed, 405 articles were screened. In total, 83 articles were assessed for eligibility, and 62 were included in the review. The most common partnership category was short-term surgical trip (28 articles, 45%). A total of 35 articles (56%) included education of host country providers as part of the partnership. Only 45% of partnerships included follow-up care, and 50% included postoperative outcomes when applicable. Conclusions: To increase sustainability, more partnerships must include education of local health-care providers, and short-term surgical trips must be integrated into long-term partnerships. More partnerships need to report postoperative outcomes and ensure follow-up care. Educating peri-operative providers, training general surgeons in common pediatric procedures, and increasing telehealth use are other goals for future partnerships.Item Stepping Stones: Nine Lessons from Women Leaders in Academic Medicine(Texas A&M University, 2013) Palmer, Megan M.; Hoffmann-Longtin, Krista J.; Walvoord, Emily C.; Dankoski, Mary E.Women now make up half of all medical school matriculates; yet few women hold leadership positions in academic health centers. The reasons for this gender gap are complex and have been the subject of much discussion. However, the experiences of women who successfully ascend to positions of senior leadership are rarely examined. It is critical to develop a greater understanding of women's paths to leadership positions in order to inspire and enable more women to seek such opportunities. Using a semi-structured protocol, we interviewed 16 women leaders who were willing to share their career journeys in a public forum. These leaders were asked to share pivotal moments or milestones, referred to as "stepping stones," in their careers. The interviews were taped, transcribed and analysed for significant patterns and consistent themes. Nine themes were identified and included: hold fast to your values; be open to unexpected opportunities; surround yourself with people who believe in you and people you believe in; be assertive in your communication and actions; continually refine your leadership skills; don't take things personally; stay organized; build positive relationships and welcoming environments; and when and if necessary, prove them wrong. The women leaders had strikingly similar lessons to share. This study develops a deeper understanding of the career paths of women in leadership positions, setting the stage for future study as well as encouraging and empowering more women to climb the leadership ladder.Item The Glass Ceiling Thickens: How The COVID‐19 Pandemic Negatively Impacted Academic Medicine Faculty(Wiley, 2022) McNulty, Margaret A.; Lufler, Rebecca S.; Anatomy, Cell Biology and Physiology, School of MedicineINTRODUCTION: Inequities faced by women in academic medicine before the COVID‐19 pandemic are well‐known, yet there are little formal data on exactly how the pandemic has affected faculty, particularly in academic medicine. The purpose of this cross‐sectional study was to elucidate the impact of the pandemic on faculty in academic medicine and identify whether it is disproportionately affecting populations, focusing specifically on responsibilities at home, work, and mental health according to gender identification, faculty rank, and faculty appointment. METHODS: An online questionnaire was distributed in February 2021 to faculty at academic medicine centers. This questionnaire asked respondents to provide demographic data, answer questions about their responsibilities at home and work, and indicate whether and how the pandemic has affected both. Respondents were also asked questions on self‐care and mental health and to document how their institution(s) can assist faculty in mitigating struggles associated with the pandemic. Responses were analyzed via quantitative (Pearson’s chi‐square tests) and qualitative (thematic analysis) means. RESULTS: Women, mid‐, and early‐career faculty were more likely to be responsible for the care of others (p=0.014), and the impact of the pandemic on caring for others was negative, especially for early career faculty (p=0.019). Research, teaching, and clinical practice were negatively impacted by the pandemic, with women feeling this more severely in clinical practice (p=0.003), as a result of an increased teaching load (p=0.042), and inadequate work environment (p=0.013). Women (p<0.01), early career‐faculty (p<0.01), and clinical faculty (p=0.029) were also more negatively impacted by the pandemic in the areas of self‐care and mental health. While there was no significant difference in who requested a leave of absence or tenure clock extension, early‐career and women faculty were more likely to fear retribution for such requests. Faculty provided actionable suggestions to combat these negative effects under five themes, including Flexible Expectations, Support, Mental Health, Compensation, and Communication. CONCLUSION: Pre‐pandemic stress and burnout among faculty in academic medicine has been well documented, and this study demonstrates that academic medicine faculty, particularly women and early‐career faculty, continue to feel additional burdens secondary to the COVID‐19 pandemic. These data can be utilized by administrations and future studies to make informed decisions regarding policies and programs created to assist those populations who are most vulnerable to the effects of the pandemic. SIGNIFICANCE: To the authors’ knowledge, this is the first study to provide both quantitative and qualitative data demonstrating a negative impact of the COVID pandemic on academic medicine faculty, particularly women and early career faculty. These data are necessary to create change to improve recruitment and retention of quality faculty.