Assistant Professor Research Articles

2024 Survey of Shelter Medicine Veterinary Compensation

Compensation in the field of shelter veterinary medicine is not well understood. Two previous surveys (2011 and 2018) have been conducted. In 2018, full-time shelter veterinarians employed in a clinical capacity had a median salary of $92,000 (IQR 80,000 - 110,000), while part-time shelter veterinarians had a median wage of $48/hour (IQR 36-66) for a median of 26 hours of work; academic shelter veterinarians had a median salary of $108,000 (IQR 90,000-120,000), while veterinarians employed in shelter leadership had a median salary of $120,000 (IQR 110,000-198,000). In 2018 the AVMA reported the median salary of all private practice veterinarians was $92,000 ($95,000 companion animal exclusive), and in 2022, it was $137,000 ($140,000 companion animal exclusive). The anonymous survey was distributed through various channels, including social media, message boards, and specialty listservs, similar to the 2018 survey. The survey was open for participation from January 4th to 31st 2024. Shelter veterinarians primarily working in the United States were categorized into four employment groups: part-time shelter-employed veterinarian, full-time shelter-employed veterinarian (35 hours per week or more), academic shelter medicine faculty, and shelter leadership/consultants. Salaries of interns and residents (2 respondents) were excluded from the analysis. There were 314 responses, with 299 from veterinarians working in/with shelters in the United States. Among these, 258 were engaged in clinical work with/for one or more shelter organizations, with 198 working full-time and 60 part-time. Eighteen respondents were from academia, and 23 were in shelter leadership or consulting roles. The median salary for full-time veterinarians in clinical roles was $122,500 (IQR 105,000 - 140,000; range 65,000 - 246,000), a 25% increase from 2018. Part-time veterinarians in clinical roles reported a wage of $85/hour (IQR 63 - 104; range 27 - 313) for a median of 24 hours (IQR 16 - 31), reflecting a 77% increase in hourly wage and an 8% decrease in hours. Academic shelter medicine veterinarians had a median salary of $130,000 (IQR 108,000 - 140,000; range 70,000 - 150,000), a 20% increase. The median salaries for different academic ranks were: Instructors $103,000, Assistant Professors $116,000, Associate Professors $134,000, and Professors $150,000. Veterinarians in consulting or leadership positions had a median salary of $168,000 (IQR 145,000 - 200,000; range 105,000 - 254,000), a 40% increase. All salaries increased, with the full-time salary for veterinarians employed in leadership or consulting increasing the most and salaries for veterinarians in academia increasing the least. The per-hour rate increased dramatically for part-time veterinarians, and they reported working a median of two fewer hours per week. Similar to the 2018 results, shelter veterinarians in leadership positions had the highest income, followed by academic shelter veterinarians. Salaries for clinically employed shelter veterinarians were 5% less than AVMA-reported 2022 salaries for all private practice veterinarians and 7% lower than for companion animal veterinarians.

Stretched Thin: How a Misalignment Between Allocation and Valuation Underlies the Paradox of Diversity Achievement in Higher Education

Racial inequality is remarkably resilient in organizational and labor market contexts despite efforts to resolve it, which raises significant questions about the mechanisms underlying its persistence. We argue that organizational efforts that increase the inclusion of underrepresented racial groups in the short term may conceal an emergent mechanism that paradoxically results in exclusion over time. The emergent mechanism stems from an acute misalignment between the scope of allocation in the matching process and the scope of valuation in the evaluation process, which ultimately increases voluntary and involuntary turnover among underrepresented racial groups. We examine this paradox through a revelatory case in higher education. Drawing on comprehensive administrative and research performance data from a large (R1) U.S. public university, we find that Black assistant professors are significantly more likely than their White colleagues to be allocated to non-standard positions, i.e., formally appointed in two academic departments with shared compensation. Our results demonstrate that such non-standard appointments are associated with a significant decline in research productivity, which remains central during the evaluation process. The end result is that jointly appointed assistant professors—among whom Blacks are disproportionately represented—experience lower likelihoods of retention.

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

Correlation Between H-Index, M-Index, and Academic Rank in Urology

OBJECTIVESTo evaluate the h- and m-indices of academic urologists across all U.S. accredited urology residency programs to determine the relationship between these metrics and an author’s academic rank, academic degrees, and gender. METHODSA total of 136 urology residency programs with available faculty information on their websites were evaluated. The academic rank, academic degrees, and gender were recorded for each clinical and research faculty member. Each author’s h-index was determined using the Scopus database. The m-indices for each author were then calculated. Statistical analysis was performed using the Wilcoxon rank-sum test. RESULTSThis study demonstrated that the h- and m-indices positively correlate with an author’s academic rank. Among the 2,253 academic urologists evaluated, chairs/chiefs and professors had the highest median h- and m-indices (h-index 26, m-index 1.046 for chairs/chiefs; h-index 30, m-index 1.094 for professors). This was followed by associate professors (h-index 14, m-index 0.750), assistant professors (h-index 6, m-index 0.667), and clinical instructors (h-index 6, m-index 0.511). The median h- and m-indices were overall statistically higher for males than females. Faculty members with only a PhD were found to have the highest h- and m-indices followed by MD PhD, MD MBA, MD MPH, MD only, and DO only in descending order of index value. CONCLUSIONSThe h- and m-indices of academic urologists positively correlate with their academic rank. These metrics may serve as an additional tool in measuring an individual’s academic productivity in consideration of job hirings, positional promotions, societal memberships, achievement awards, research grants, and more.

Best and Other Friends: A Creative Essay

With Éilís Ní Dhuibhne’s bildungsroman, The Dancers Dancing, as a point of departure, this creative essay opens with the protagonist Orla, who is somewhat plump and awkward, and her close friendship with the more sophisticated Aisling. They are in their early teens in the novel, which is set in the Donegal Gaeltacht, where they are a part of a group of girls and boys spending a month learning the Irish language and culture including dancing at a céilí. The essay moves on to imagine Orla and her changing friendships as an adult, both briefly as a Masters student in Creative Writing at the University of East Anglia and then as an assistant professor at Trinity College. The focus is on Orla’s friendships as an acclaimed writer of fiction. This entails making new friends and colleagues in Ireland’s literary world, but also includes intrigue, inspired by Ní Dhuibhne’s novel Fox, Swallow, Scarecrow and short story ‘A Literary Lunch’. With Orla’s success – and her prominence as a literary critic – comes envy and loss of a friend who used to support her. As an antidote against such intrigue, Orla appreciates her close friendship with Emily, even as she moves abroad, and they are left to communicate online via Skype. Eventually, Orla finds Aisling on Facebook and they reunite in the shelter of old friends from the past.

Německý univerzitní patolog v přemetech mimořádné doby. K biografii Franze X. Lucksche (1872–1952)

The pathologist Franz Xaver Lucksch (1872–1952) seems to have been in many ways a rather distinctive personality within the academic landscape of German medicine and medical research in Bohemia. As a member of the generation that grew up during the belle époque, he witnessed all the dramatic turnovers of Central Europe in the twentieth century. A man of considerable scientific ambitions, he became assistant professor (1904) and extraordinary professor (1914) at the Institute of Pathology (Institut für Pathologie) of the German Medical Faculty in Prague under Professor Hans Chiari (1851–1916). Having researched pellagra endemics in Romania in 1910, he returned there in the late 1930s thanks to the support of the Rockefeller Foundation. To the best of our knowledge, he published 48 academic contributions in his lifetime, infectious diseases (including tuberculosis) being the most frequent subject. Lucksch fought in the First World War, ending his military service as a lieutenant colonel of the Austro-Hungarian imperial army. Although he at first considered a professional military career in Austria even after 1918, he eventually returned from Vienna to Prague in 1919. There, he continued his medical work and research as a first assistant, which was the position he held for many years. In public life, he was active in spreading awareness of public health issues – probably in reaction to the autopsies he was carrying out. He emphasised the importance of nutrition and prevention of tuberculosis, a disease highly prevalent in Czechoslovakia at the time. But above all, he focused on physical training (Leibesübungen). In 1929–36, he headed the University Physical Training Centre (Hochschulzentrale für Leibesübungen) at the German University in Prague and the German Educational Course for Physical Training of Teachers. Aside from that, he was also a member of the German Association of Gymnasts. This is how Lucksch became acquainted and rather unfortunately politically involved with Konrad Henlein (1898–1945) and his Nazi movement among the Sudeten Germans of Czechoslovakia. At first, he was an active member but shortly after the German occupation of Bohemia and Moravia in March 1939, he found himself in a rather awkward position when the political movement he had previously endorsed started making problems for his Jewish wife and two children. His son, Franz Lucksch Jr. (1916–1966), became also a physician and made a notable scientific career after 1945. In 1936, Lucksch was appointed interim director of the Institute of Pathology. In the spring of 1939, he retired. As an emeritus, he had two part-time jobs: aside from publishing, he still did some teaching and research at the Institute during the academic year, and, in the remaining period, he worked as a pathologist at the Provincial Institute for the Mentally Ill (Landesanstalt für Geisteskranke) in Kosmonosy (Kosmanos), 65km from Prague. At this institution he performed autopsies of patients who died mainly due to extremely bad conditions. After the war, Lucksch was allowed to stay in Prague, but under rather difficult conditions, including financial issues. In connection with the prosecution of Nazi ‘euthanasia’ crimes in the 1960s, a suspicion emerged that he may have conduced tuberculosis experiments on psychiatric patients. Given the particular circumstances, however, this was highly improbable, neither has anything of that kind been proved in connection with Lucksch.

The Johns Hopkins Physician-Scientist Training Program to Enhance Institutional Retention and Entry Into Academic Positions: An Evaluation of Program Effectiveness and Outcomes.

The Johns Hopkins Physician-Scientist Training Program (PSTP) was implemented to overcome well-documented challenges in training and retaining physician-scientists by providing physician-scientist pathway training for residents and clinical fellows. The program's core tenets include monthly seminars, individualized feedback on project proposals, access to mentors, and institutional funding opportunities. This study evaluated the effectiveness and outcomes of the PTSP and provides a framework for replication. A query of institutional demographic data and bibliometric variables of the PSTP participants (2017-2020) at a single academic medical center was conducted in 2021. In addition, a voluntary survey collected personal and program evaluation information. Of 145 PSTP scholars, 59 (41%) were women, and 41 (31%), 8 (6%), and 6 (5%) of scholars self-identified as Asian, Hispanic, and Black, respectively. Thirty-three (23%) scholars received PSTP research support or career development microgrants. Of 66 PSTP graduates, 29 (44%) remained at Johns Hopkins as clinical fellows or faculty. Of 48 PSTP graduates in a post-training position, 42 (88%) were in academia, with the majority, 29 (76%), holding the rank of assistant professor. Fifty-nine of 140 available participants responded to the survey (42% response rate). The top-cited reason for joining the PSTP was exposure to mentors and administration (50/58 respondents, 86%), followed by seeking scholarly opportunities (37/58 respondents, 64%). Most scholars intended to continue a career as a physician-scientist. The PSTP provides internal research support and institutional oversight. Although establishing close mentor-mentee relationships requires individualized approaches, the PSTP provided structured academic pathways that enhanced participating scholars' ability to apply for grants and jobs. The vast majority continued their careers as physician-scientists after training. In light of the national evidence of a "leaky physician-scientist pipeline," programs such as the PSTP can be critical to entry into early academic career positions and institutional retention.

Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?

The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty’s reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty’s reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience.A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors’ thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors’ actions and the observed outcomes or the described experience was not centered on students’ outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature.This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors’ plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty’s reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development.

The people behind the papers - Alfahdah Alsudayri and Lihua Ye.

Enteroendocrine cells (EECs) are specialised cells in the intestinal epithelium that sense nutrients to regulate feeding behaviour. In a new study, Lihua Ye and colleagues demonstrate that the gut microbiota are crucial in supporting EEC maturation and mitochondrial function during early postnatal development in zebrafish. To find out more about the behind the paper story, we caught up with first author Alfahdah Alsudayri and corresponding author Lihua Ye, Assistant Professor at Ohio State University.

ECR Spotlight – Patrick Green

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Patrick Green, the author of ‘ Behavior and morphology combine to influence energy dissipation in mantis shrimp (Stomatopoda)’, published in JEB. Patrick is starting as an Assistant Professor at Brown University, USA, in autumn 2024, investigating integrative approaches to understanding how animals gather information and make decisions in contexts like competition.

Clinical Productivity and Patient Complexity of Academic Rhinologists: An Analysis of Medicare Metrics.

Current data regarding reimbursement trends in Medicare services and the complexity of patients treated as physicians' progress in their academic career are conflicting. In otolaryngology, there are no data examining these metrics. Medicare services, reimbursement, and patient complexity risk scores (based on hierarchical condition category coding) of US rhinology fellowship-trained faculty were stratified and compared by rank and years in practice. A cohort of 209 rhinologists were included. Full professors were reimbursed more per service than assistant professors ($791.53 [$491.69-1052.46] vs. $590.34 [$429.91-853.07] p = 0.045) and had lower risk scores (1.37 [1.26-1.52] vs. 1.49 [1.29-1.68], p = 0.013). Full professors had similar risk scores to associate professors (1.47 [1.25-1.64], p = 0.14). Full professors ($791.53 [$491.69-1,052.46], p < 0.001), associate professors ($706.85 [$473.48-941.15], p < 0.001), and assistant professors ($590.34 [$429.91-853.07], p < 0.001) were all reimbursed more per service than non-ranked faculty ($326.08 [$223.37-482.36]). As a cohort, significant declines in risk scores occurred within the 10th-14th year of practice (p = 0.032) and after the 20th year (p = 0.038). Years in practice were inversely correlated with risk score (R = -0.358, p < 0.001). Full professors were reimbursed more per service and treated less comorbid Medicare patients than junior academic colleagues. Patient comorbidity was correlated negatively with years in practice, with significant drops in mid and late career. Rhinologists employed at academic institutions had greater total reimbursement and reimbursement per service than non-ranked faculty. N/A Laryngoscope, 2024.

Meaningful Work, Career Fit, and Professional Well-Being of Pediatric Academicians in the United States.

Examine associations between time spent in academic activities perceived as meaningful and professional well-being among academic pediatrics faculty. The sample comprised 248 full-time pediatric faculty (76% female, 81% white, non-Hispanic, 41% instructor or assistant professor) across the United States who completed an online survey in November 2019. Survey items included sociodemographic and professional characteristics, professional well-being measures (Stanford Professional Fulfillment Index; Maslach Burnout Inventory; Intention to Leave Academic Medicine), perceived meaningfulness of academic activities and assigned time to those activities. We defined global career fit as total percentage time assigned to professional activities considered meaningful by individuals, and activity-specific career fit as percentage time assigned to each meaningful professional activity. As global career fit scores increased, professional fulfillment increased (r = 0.45, P < .001), whereas burnout (r = -0.29, P < .001) and intention to leave (r = -0.22, P < .001) decreased. Regarding activity-specific career fit, for individuals who considered patient care meaningful, as assigned time to patient care increased, professional fulfillment decreased (r = -0.14, P = .048) and burnout (r = 0.16, P = .02) and intention to leave (r = 0.26, P < .001) increased. There was no significant correlation between assigned time for teaching, research, or advocacy and professional well-being. Faculty were less likely to intend to leave academic medicine as assigned time increased for administrative or leadership activities if considered meaningful (r = -0.24, P = .01). Time assigned to meaningful work activities may relate to professional well-being of academic pediatrics faculty. More time assigned to patient care, despite being meaningful, was associated with poor self-reported professional well-being. Effort allocation among diverse academic activities needs to be optimized to improve faculty well-being.

Academic standards and gender equality

This paper provides an analysis of gender equality at the Faculty of Arts of the University of Ljubljana and examines the main results in the broader context of quality in higher education. The Faculty of Arts participated in a project that aimed to develop a gender equality plan for the institution. Data from different aspects of institutional life were collected and analysed to gain a better insight into institutional equality and its relationship with the existing notion of quality in academia, especially through academic career advancement. The study reveals that more women than men tend to remain at the same academic rank for an extended period, particularly at the assistant professor level, and that they meet more objective and subjective obstacles on their academic path. Although there is an increasing awareness of academic policies and practices that foster equality in higher education, there is still a prevalent and strong perception that equality measures compromise academic standards.

Views of assistant professors on digital transformation in otorhinolaryngology education : Current status and perspectives in undergraduate and advanced training

Digital transformation in curricular teaching in medicine comprises the use of digital teaching and learning formats as well as the transfer of digital skills for medical staff. Concepts of knowledge transfer and competency profiles also have to be adapted and transferred in advanced training due to necessary changes. The aim of this study was an evaluation of the current state of digital transformation in otorhinolaryngology teaching in undergraduate and advanced training at otorhinolaryngology departments of university medical centers in Germany. Aquestionnaire with nine questions on digital transformation was sent to the assistant professors of 37national university ENT departments. The anonymous survey was conducted online via the online platform SurveyMonkey®. Of the contacted assistant professors, 86.5% participated in the survey. Teaching sessions on digital skills for medical students are part of the curriculum in only 25% of ENT departments. Digital teaching formats are used by half of the departments in undergraduate training. Only 56.25% of the assistant professors receive support to realize the changes required by digital transformation. In 40.62% of departments, the issue of digital transformation is broached during advanced training, but only 28.12% use digital teaching methods to train junior doctors. Aspects of digital transformation are implemented mainly in undergraduate education, partly driven by the COVID19 pandemic. Overall, there is still considerable backlog in undergraduate and advanced training in ENT.

Assessment of burnout, resilience, and thriving among academic health professionals: findings from an international study.

Burnout, resilience, and thriving significantly impact academics, particularly in health professions, where responsibilities are extensive. This study aimed to explore these constructs among academic health professionals, examining sociodemographic and work-related factors influencing these outcomes. A cross-sectional study was conducted among academic health professionals via web-based professional networks from August 2022 to February 2023. Validated tools were used, and descriptive and inferential statistics were applied. 505 participants were included, predominantly female (63%), with a mean age of 38.15 ± 9.6 years. High burnout was reported by 10.9%, 13.7% experienced exhaustion, and 6.3% were disengaged. Resilience and thriving were moderate at 59.2 and 51.9%, respectively. Age correlated negatively with burnout (r = -0.131, p = 0.003) but positively with resilience (r = 0.178, p < 0.001). Females reported higher exhaustion (p = 0.014), while males showed greater resilience (p = 0.016). Instructors exhibited lower resilience compared to assistant professors (p < 0.001) and associate professors (p < 0.001). Those at public universities reported higher exhaustion than those at private universities (p < 0.001). Variable levels of burnout, resilience, and thriving were observed among academic health professionals, influenced by sociodemographic and work-related factors. Interventions targeting resilience and thriving may mitigate burnout risk and enhance engagement among academics in health professions.

Academia-pharmaceutical industry linkage: An academic perspective.

The pharmaceutical sector in Pakistan has grown over a period, however, there are several barriers in the framework governing the growth of the country's pharmaceuticals. The lack of academia-industry linkage (AIL) is among the critical barriers; hence the focus of the study is to find out the reasons for the lack in the above collaboration. Understanding barriers may help their redressal. This qualitative phenomenology-based study has been conducted in the most prominent pharmacy institutes, located in Lahore, Islamabad, Peshawar, Sargodha, and Quetta. Academic participants, with a minimum experience of 10 years and designation of assistant professor or above were recruited with a two-stage selection process, purposive sampling and snowball sampling. The data were collected using semi-structured interviews with academic experts. Thematic content analysis was employed to conclude the data. Analysis of data yielded 8 themes with 18 codes. The main reasons for neglected AIL were explained by a partial or complete lack of industrial research and development activities. Other key factors for the scarcity of AILs were the lack of positive attitude from both industry and academia, applied research in academics, and the research and development of the new molecules in the pharmaceutical industry. Support by the government and the drug regulatory authority of Pakistan in terms of regulatory and academic policies was also perceived to be absent. New horizons in research and development could be opened by providing applied research to industry, including but not limited to new molecule development. Academia-industry linkage could be boosted with government-backed funded projects and policies. Academia should focus on the industrial-demanded applied research.

MODERN TRENDS IN MARKETING DEVELOPMENT AND ITS INFLUENCE ON COMPANIES’ ACTIVITIES

Gela Mamuladze E-mail: mamuladze.gela@bsu.edu.ge Doctor of economics, Professor BSU (Batumi Shota Rustaveli State University) Georgia, Batumi https://orcid.org/0000-0003-4194-7025 Nino Mamuladze E-mail: nino.mamuladze@bsu.edu.ge Doctor of Business Administration, assistant professor BSU (Batumi Shota Rustaveli State University) Georgia, Batumi https://orcid.org/0000-0003-4159-5381 Abstract: Marketing is one of the most important components of a company’s activities. Developing and implementing effective marketing strategies is the best way to achieve their success, growth, customer loyalty, and competitive advantage. Nowadays, companies have a lot of resources for developing their businesses. Along with the development, the companies adapt to new trends, and the adoption and use of these new trends will bring more success to the companies. Influencer marketing, brand humanization, SEO (search engine optimization), communicational marketing and voice assistants, the development of personal data security, and the active use of various social media platforms are those modern trends that must be the most important components in modern companies’ everyday activities. Taking into consideration the above-mentioned trends and implementing relevant approaches in practice will bring success to companies, increase awareness in society, interest a large number of consumers, and strengthen companies’ competitive advantage. Keywords: Marketing, marketing trends, social media, internet, influencer marketing, SEO.) JEL classification: M3.M31

Reject or revise: Gender differences in persistence and publishing in economics

AbstractWe design an experiment to study gender differences in reactions to editorial decisions on submissions to top economics journals. Respondents read a hypothetical editor's letter where the decision (e.g., revise and resubmit) is randomized across participants. Relative to an R&amp;R, female assistant professors who receive a rejection perceive a significantly lower likelihood of subsequently publishing the paper in any leading journal than comparable male assistant professors. We do not find this gender difference among tenured professors. We consider several mechanisms, pointing to gender differences in attribution of negative feedback to ability and confidence under time constraints as likely explanations.

The Study of the Components and Indicators of the Innovative Organizations of Secondary Schools Under the Office of the Basic Education Commission

The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups&amp;rsquo; credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years&amp;rsquo; experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration.&#x0D; &#x0D; The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.

Pediatric Emergency Medicine and Mentoring: What Women Want.

Women in medicine have reported gender-specific obstacles to career success, such as a dearth of mentors and role models. Pediatric emergency medicine (PEM) is a female-dominated subspecialty of pediatrics yet is still impacted by gender inequality in many areas. No previous study has explored mentoring experiences of women PEM physicians and the impact on their career trajectory. We sought to explore the experiences of female PEM physicians with mentorship to determine aspects of mentoring that were successful or unsuccessful. This was a qualitative study with criterion sampling of female PEM physicians. Members of the American Academy of Pediatrics Section of Emergency Medicine completed semistructured interviews in 2022, recorded and transcribed verbatim. Our research team consisted of 3 PEM physicians. Using the constant comparative method, we analyzed transcripts by inductively developing codes, grouping codes into categories, and refining codes, descriptions, and group assignments to identify themes. Interpretations of and relationships among themes were iteratively discussed and revised by the team. Twenty-two participants were interviewed via telephone. The mean age of participants was 44 years old, and the majority (73%) identified as White, non-Hispanic, and at the rank of assistant professor (45%). Four themes were identified: (1) benefits of mentorship (recognition of need for mentorship and finding professional success), (2) finding mentors (processes to find mentors and mentor roles), (3) characteristics of successful mentors (personal and professional), and (4) impact of mentorship (career advancement or career sabotage). We identified 4 themes that could be incorporated into mentoring programs and are associated with successful experiences for women PEM physicians. The detail and descriptions in our data provide guidance for mentoring programs that specifically address the needs of women in PEM.