Preparing Physician-Scientists for the Future of Academic Medicine.

Autor:	Burns AM; Baylor College of Medicine, Houston, Texas.; Texas Children's Hospital, Houston, Texas., Moore DJ; Baylor College of Medicine, Houston, Texas.; Monroe Carell Jr. Children's Hospital, Nashville, Tennessee., Rassbach CE; Stanford University School of Medicine, Palo Alto, California.; Stanford Children's Hospital, Palo Alto, California., Boyer D; Ohio State University College of Medicine, Columbus, Ohio., Gildner C; University of Rochester, Rochester, New York.; Golisano Children's Hospital, Rochester, New York., Byrne B; Indiana University School of Medicine, Indianapolis, Indiana.; Riley Hospital for Children, Indianapolis, Indiana., Harris KW; University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania.; UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania., Iness A; Baylor College of Medicine, Houston, Texas.; Texas Children's Hospital, Houston, Texas., Powell WT; University of Washington School of Medicine, Seattle, Washington.; Seattle Children's Hospital, Seattle, Washington., Callaway D; Children's Hospital of Philadelphia, Philadelphia, Pennsylvania., Lajiness J; Indiana University School of Medicine, Indianapolis, Indiana.; Riley Hospital for Children, Indianapolis, Indiana., Forster CS; Riley Hospital for Children, Indianapolis, Indiana., Orange JS; New York-Presbyterian Morgan Stanley Children's Hospital, New York, New York., Ackerman KG; University of Rochester, Rochester, New York.; Golisano Children's Hospital, Rochester, New York., Thammasitboon S; Baylor College of Medicine, Houston, Texas.; Texas Children's Hospital, Houston, Texas.
Jazyk:	angličtina
Zdroj:	Pediatrics [Pediatrics] 2024 Oct 03. Date of Electronic Publication: 2024 Oct 03.
DOI:	10.1542/peds.2024-067045
Abstrakt:	The changing field of academic medicine presents unique challenges for physician-scientists, who intricately weave the complexities of research and patient care. These challenges have significantly lengthened the time needed for scientific discoveries to be applied in clinical practice. In response to these escalating demands, the training trajectory for physician-scientists has notably expanded over recent decades. In anticipation of and preparation for future training requirements, the National Pediatrician-Scientist Collaborative Workgroup facilitated a series of convenings with a diverse array of stakeholders vested in physician-scientist training. The framework Strategic Foresight was used to explore possible future scenarios and develop strategic plans. Seven pivotal themes, termed "performance zones," emerged from this endeavor: (1) revolution in education through technology-enhanced learning, (2) educational outcomes beyond content mastery, (3) artificial intelligence-empowered research portfolios and expansive networks, (4) evolution of high-performance inclusive, equitable, distributed, and agile teams, (5) evolution of antifragile systems, (6) a multiparadigmatic program of research, and (7) interdependence and commitments to a common agenda for collective impact. These identified zones underscore the imperative for physician-scientists to acquire novel skill sets essential for navigating the impending shifts in the health care landscape. These findings are poised to steer policy initiatives and educational advancements, fortifying the foundation for future physician-scientist training needs. Competing Interests: CONFLICT OF INTEREST DISCLOSURES: The authors have indicated they have no conflicts of interest relevant to this article to disclose. (Copyright © 2024 by the American Academy of Pediatrics.)
Databáze:	MEDLINE
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