Browsing by Subject "academic medicine"

Now showing 1 - 7 of 7
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    By chance or by design? How clerkship and course directors navigate academic medicine
    (Office of the Vice Chancellor for Research, 2015-04-17) Hoffmann-Longtin, Krista
    Academic medical centers (AMCs) are complex, bureaucratic organizations with multiple, interconnected missions and constituencies (Brater, 2010). What happens in the classroom affects the operating room and lab. As the responsibilities to treat patients, discover new medical knowledge, and train future physicians become more complex, it is critical to define and situate the pathways to and roles of medical education leaders within the system, so that institutions can fully benefit from their contributions. This study uses an organizational communication lens to develop a theoretical understanding of the relationship between faculty members who are clerkship and course directors (CDs) and AMCs in the U.S. Clinical faculty who become CDs often do so because they are gifted educators. They are responsible for developing faculty, as well as managing curriculum and assessment. These complex roles often lack clear position descriptions and expectations. Though CDs value education, they may face economic pressures to spend more time in clinical duties at the expense of their education responsibilities (Cooke et al., 2006). This can create conflicts in organizational identity and values, as well as an unclear path to tenure, promotion, and rewards (DeAngelis, 2004). This study uses in-depth interviews to explain how CDs manage the multiple (sometimes competing) values and priorities of their roles. Semi-structured interviews were conducted with eight CDs, from institutions of similar size and type, to investigate three interrelated concepts: how faculty become CDs; how they make sense of their roles and values in relationship to those of the institution; and how the structure of AMCs shapes the roles and values of CDs. A qualitative approach, as applied in this study, is useful to understand behavior in complex organizational contexts (Castillo-Page et al., 2012). Interview findings were aggregated into significant narratives and organized by theme, including: pathways to the role; a conflict in values; inconsistent funding; and structural challenges. A grounded theory was developed to explain the process by which CDs manage their complex roles. Findings from this study indicate that CDs are critical to the education mission and can be powerful in shaping the institution, though they face significant challenges. They can feel isolated, because each institution might only have a few individuals that serve these functions. Diverse responsibilities of CDs might also mean that their paths to promotion are unclear or tenuous. Further research is necessary to understand the process of socialization and impact of the reward structure for CDs. Clerkship and course directors do seem to value their sense of organizational identification within multiple contexts, including the medical school, discipline, and the hospital system. In the same vein, it would be helpful to have a better understanding of the connections among their multiple identifications. Additionally, exploring the identification of university faculty in multiple settings may serve to expose subtle differences for identification management used in different contexts for faculty with different roles. Results of the study can be used to shape policies and faculty development efforts for CDs, leading to a clearer sense of purpose and reward system. A deeper understanding of the experiences of CDs benefits both faculty and institutions. Faculty receive more role clarity and individual agency, and AMCs receive information on how to better meet the needs of this population, thus improving the efficacy of medical education.
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    Centralized Otolaryngology Research Efforts: Stepping‐stones to Innovation and Equity in Otolaryngology–Head and Neck Surgery
    (Wiley, 2022-06) Brenner, Michael J.; Nelson, Rick F.; Valdez, Tulio A.; Moody-Antonio, Stephanie A.; Nathan, Cherie-Anne O.; St John, Maie A.; Francis, Howard W.; Otolaryngology -- Head and Neck Surgery, School of Medicine
    The Centralized Otolaryngology Research Efforts (CORE) grant program coordinates research funding initiatives across the subspecialties of otolaryngology-head and neck surgery. Modeled after National Institutes of Health study sections, CORE grant review processes provide comprehensive reviews of scientific proposals. The organizational structure and grant review process support grant-writing skills, attention to study design, and other components of academic maturation toward securing external grants from the National Institutes of Health or other agencies. As a learning community and a catalyst for scientific advances, CORE evaluates clinical, translational, basic science, and health services research. Amid the societal reckoning around long-standing social injustices and health inequities, an important question is to what extent CORE engenders diversity, equity, and inclusion for the otolaryngology workforce. This commentary explores CORE's track record as a stepping-stone for promoting equity and innovation in the specialty. Such insights can help maximize opportunities for cultivating diverse leaders across the career continuum.
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    Faculty Mentoring Practices in Academic Emergency Medicine
    (Wiley, 2017-03) Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel; Emergency Medicine, School of Medicine
    Background Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. Objectives The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. Methods An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Results Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Conclusions Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.
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    Finding common ground and identifying opportunities: Case study in data policy at an academic medical school
    (IUPUI University Library, 2023-11-21) Foster, Erin D.; Coates, Heather L.
    We present this paper to our colleagues as a case study of a well supported effort by a large medical school to actively engage researchers in data management by requiring the completion of data management plans. We will outline the people and roles involved in this initiative, the efforts to scope and adjust the mandate over the past three years, the communication and work to change research culture, the infrastructure used to create these plans, and the training and support provided throughout to the research community. We hope this work offers insight and proves useful in advocating for and/or engaging with research data management work at your respective institutions.
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    If I Quit in the Clinic and Do Nothing but Teach, I'm Going to Be Looking for a New Job: An Exploration of Uncertainty Management in Medical Education
    (Taylor & Francis, 2020) Hoffmann-Longtin, Krista; Hernandez, Rachael; Communication Studies, School of Liberal Arts
    Academic medicine in the United States is a complex field, changing regularly in response to new healthcare knowledge, emerging technologies, and evolving funding models. Uncertainty management theory (UMT) provides scholars a lens to make sense of how individuals experience uncertainty. This study employs UMT to explore the experiences of clerkship and course directors (CDs), faculty in U.S. medical schools who serve in education administration roles. Fifteen semi-structured, in-depth interviews with eight CDs over 14 months indicate complicated relationships with uncertainty at work. Interpreted through UMT, these results reveal that some CDs manage uncertainty discursively, and at times, leverage uncertainty to maintain agency within their roles. These findings indicate that it may be important to recruit CDs who feel comfortable with and can manage uncertainty and provide them with appropriate socialization and ongoing support. Broadly, the results suggest that a more nuanced understanding of uncertainty management experiences can benefit both employees and institutions; as employees gain more role clarity, institutions receive information on how to better meet employees’ needs.
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    Increasing Hispanic/Latinx Healthcare Workforce via Academic Medicine-Community Health Partnership
    (2021-06-15) Sotto-Santiago, Sylk; Sevilla-Martir, Javier
    As the Hispanic/Latino/x community grows exponentially and Hispanic/Latino/x physicians in academic medicine continue to be underrepresented, engagement in the community as learners and providers is needed to ensure a multiplying effort. In this article, the authors introduce a successful academic medicine-community health partnership to increase the Hispanic/Latinx healthcare workforce in Indiana and key curricular initiatives with proven outcomes in increasing the healthcare workforce serving this sector of the population.
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    Stepping Stones: A Leadership Development Program to Inspire and Promote Reflection Among Women Faculty and Staff
    (Wiley, 2017-06) Hoffmann-Longtin, Krista; Morgan, Zachary S.; Schmidt, Lauren Chism; Walvoord, Emily C.; Palmer, Megan M.; Dankoski, Mary E.; Communication Studies, School of Liberal Arts
    Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one's career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post‐event and longitudinal follow‐up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of optimism about their future careers.