Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes
| Autor: | Maria Soto-Greene, Kenny Disbrow, Jose Medina, John Paul Sánchez, Edward J. Callahan, Michael Banks |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Medicine (General)
media_common.quotation_subject Original Publication education Education R5-920 Promotion (rank) Careers in Academic Medicine ComputingMilieux_COMPUTERSANDEDUCATION Humans Faculty Development Fellowships and Scholarships media_common Career Choice business.industry Academic Appointment and Promotion Processes Cultural Diversity General Medicine Public relations Transparency (behavior) United States Career Mobility Business Faculty development Diversity and Inclusion |
| Zdroj: | MedEdPORTAL, Vol 13 (2017) MedEdPORTAL : the Journal of Teaching and Learning Resources |
| ISSN: | 2374-8265 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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