Faculty Career Development Research Articles

Improving Academic Promotion Success via Implementation of Targeted Preparation Strategies and Coaching Processes

Abstract Problem Academic promotion is important for faculty career development and retention in academic medicine. However, the promotion process is time consuming, with little guidance offered to ensure successful outcomes. The authors describe their institution’s standardized approach to providing clear and reliable academic promotion support and share associated outcomes. Approach An academic promotion support process, comprising 4 targeted preparation strategies and 3 coaching processes, was implemented in 2020 at Children’s Mercy Kansas City to prepare faculty to submit promotion applications. Targeted preparation strategies include communication plans, an intent to apply process, how-to guides and templates, and institutional promotion committee review. Coaching processes include structured conversations with an immediate faculty leader, an Office of Faculty Development director, and, after committee review of applications, an institutional promotion committee reviewer. Descriptive statistics and promotion outcomes were compared pre (2012–2019) and post (2020–2023) implementation. Outcomes In 2012–2019 (8 promotion cycles), prior to implementation of the academic promotion support process, 247 faculty applied for academic promotion. After implementation, in 2020–2023 (4 cycles), 196 faculty applied. From pre to post implementation, the mean volume of applications per cycle significantly increased from 31 to 49 (P = .03), and the proportion of approved promotion applications significantly increased from 89.5% (221/247) to 99.0% (194/196) (P < .001). No significant differences were observed in the proportions of applicants who were female (P = .77) or non-White (P = .51). Next Steps Creation of an institutional academic promotion support process can be effective in increasing the volume of applications and the likelihood of successful outcomes. Future research should focus on increasing the proportions of non-White faculty and female faculty who apply for promotion and analyzing longer-term outcomes for faculty who are promoted, such as progression to leadership roles.

Relationship of professional identity and efficacy of Chinese public university lecturers under the appointment system in sustainable human resource management

For Chinese university lecturers, implementing sustainable human resource management (SHRM) is particularly critical. China's higher education is going through an essential stage of appointment system reform aiming to overturn the traditional civil service status of university lecturers and introduce a more flexible work and talent management mechanism to universities to international teaching standards; lecturers also raise concerns about their professional role, educational mission, balance of rights and interests, and the reshaping of the evaluation system. Based on the resource-based perspective and psychological contract theory, this study aimed to explore the relationship between sustainable human resource management (SHRM) and lecturers' professional identity in the context of China's appointment system, focusing on analyzing the moderating role of lecturers' self-efficacy. This study used a quantitative research approach to collect survey data from 610 lecturers at public colleges and universities in China. The data were analyzed with a structural equation model to test the hypothesized relationships. SHRM was directly and positively related to lecturers' self-efficacy and sense of professional identity and indirectly improved sense of professional identity by enhancing self-efficacy. The findings are consistent with existing literature, emphasize the importance of SHRM in promoting lecturers' career development, and provide empirical support for applying SHRM in the context of Chinese higher education. The study provides recommendations in three dimensions: Government, University, and Faculty. It provides guidance for strategic reform of human resource management in higher education, faculty career development, and improving education quality.

An ecosystem approach to mentoring research faculty in schools of nursing: The pacific northwest interdependence mentoring model

BackgroundMentoring can facilitate faculty career development and retention. Given ongoing challenges in academic nursing (e.g., shrinking number of experienced mentors), it is necessary to revisit and improve upon existing mentoring models and practices to support current and future nurse researchers. PurposeTo describe the development of a new faculty-to-faculty research mentoring model. MethodsConstruction of a model describing mentoring needed by research-focused nurse faculty based on analysis of the literature alongside the authors’ personal experiences. FindingsThe Pacific Northwest Interdependence Mentoring Model (PIMM) describes academic nursing as an ecosystem that fosters caring, trust, solidarity, equity, openness, and interdependent relationships among research faculty, administration, institutions, and funding sources. DiscussionAlthough mentoring environments differ in unique strengths, weaknesses, mission, culture, and values, the PIMM’s approach could be applicable for many schools of nursing and beyond to support the growth of the nursing discipline.

Women Faculty Career Development May Be Enhanced by Considering Mentor Program Design Elements.

Women Faculty Career Development May Be Enhanced by Considering Mentor Program Design Elements.

Diversity, Equity, and Inclusion in the Pediatric Pulmonary Workforce: An Official American Thoracic Society Workshop Report.

Despite growing recognition of the need for increased diversity among students, trainees, and faculty in health care, the medical workforce still lacks adequate representation from groups historically underrepresented in medicine (URiM). The subspecialty field of pediatric pulmonology is no exception. Although there have been efforts to address issues of diversity, equity, and inclusion (DEI) in our own field, gaps persist. To address these gaps, the members of the Diversity, Equity, and Inclusion Advisory Group (DEI-AG) of the American Thoracic Society Pediatrics Assembly created and distributed a Needs Assessment Survey in the United States and Canada to better understand the racial and ethnic demographics of the pediatric pulmonary workforce and to learn more about successes, gaps, and opportunities to enhance how we recruit, train, and retain a diverse workforce. The DEI-AG leadership cochairs convened a workshop to review the findings of the DEI Needs Assessment Survey and to develop strategies to improve the recruitment and retention of URiM fellows and faculty. This Official ATS Workshop Report aims to identify barriers and opportunities for recruitment, training, and career development within the field of pediatric pulmonology. Additionally, we offer useful strategies and resources to improve the recruitment of URiM residents, the mentorship of trainees and junior faculty, and the career development of URiM faculty in academic centers. This Workshop Report is an important first deliverable by the DEI-AG. We hope that this work, originating from within the Pediatrics Assembly, will serve as a model for other Assemblies, disciplines across the ATS, and other fields in Pediatrics.

Prejudice in Health Professions Education - The Botswana Story

Many African countries are involved in complex plans to improve health professions education as part of health sector strengthening. Global health ventures have joined in, to address the scarce human health resources through either research and/or service. These enterprises of global health have come at a huge cost to careers of trained citizens and the countries at large. Botswana is no exception. In 2010, the University of Botswana was awarded the US NIH medical education grant and partnered with excellent and well-established universities to capacitate the newly established School of Medicine. Within the Botswana health-care-sector, these same universities had established affiliate institutions to contribute to the Botswana health systems. Rather than empowering citizens, these partnerships have instead become conduits for career development of faculty and researchers from the west. Tipping the scale further, the University of Botswana leadership places the western institutions’ interests far above the interests and development of the local faculty and thereby the country at large, stalling the country’s nation building vision thereby, sustainable development goals.

Effective Mentoring Across Differences–Best Practices and Effective Models to Address the Needs of Underrepresented Trainees in Surgical Residency Programs

Mentorship plays a critical role in the career development of surgical trainees and faculty. As the surgical workforce continues to diversify, mentoring trainees who differ) race, ethnicity, country of origin, socioeconomic status, educational background, religion, gender, sexual orientation or ability) can pose challenges to the experience for both mentor and mentee. The aim of this manuscript is to introduce surgical educators to the systemic barriers faced by trainees and to models of effective mentorship. At the 2022 APDS Meeting, a panel convened to highlight the current challenges of mentoring across differences and effective models for surgical educators. This paper highlights and expands the summary of this panel. Examples of novel mentoring models are described. Acknowledgment of barriers, Implementation of deliberate mentoring strategies, and collaboration with national surgical organizations and surgery departments and faculty may help to reduce physician attrition.

Preface to the 9th Biennial COAST Conference: Harnessing Technology and Biomedicine for Personalized Orthodontics.

The Consortium on Orthodontic Advances in Science and Technology (COAST) convened for its 9th biennial conference titled 'Harnessing Technology and Biomedicine for Personalized Orthodontics' to explore cutting-edge craniofacial research towards building the foundations for precision care in orthodontics. Seventy-five faculty, scholars, private practitioners, industry, residents and students met at the UCLA Arrowhead Lodge on 6-9 November 2022 for networking, scientific presentations and facilitated discussions. Thirty-three speakers provided state-of-the-art, evidence-based scientific and perspective updates in craniofacial and orthodontic-related fields. The overall format included an Education Innovation Award Faculty Development Career Enrichment (FaCE) workshop focused on faculty career development, three lunch and learns, keynote or short talks and poster presentations. The 2022 COAST Conference was organized thematically to include (a) genes, cells and environment in craniofacial development and abnormalities; (b) precision modulation of tooth movement, retention and facial growth; (c) applications of artificial intelligence in craniofacial health; (d) precision approaches to Sleep Medicine, OSA and TMJ therapies; and (e) precision technologies and appliances. The collective advances in orthodontics and science represented in the manuscripts of this issue fulfil our goal of laying solid foundations for personalized orthodontics. Participants elevated the need for stronger industry-academic research partnerships to leverage knowledge gained from large datasets with treatment approaches and outcomes; systematizing the potential of big data including through multi-omics and artificial intelligence approaches; refining the genotype: phenotype correlation to create biotechnology that will rescue inherited dental and craniofacial defects; evolving studies of tooth movement, sleep apnoea and TMD treatment to accurately measure dysfunction and treatment successes; and maximizing the integration of newer orthodontic devices and digital workflows. Technological advances combined with those in biomedicine and machine learning are rapidly changing the delivery of health care including that in orthodontics. These advances promise to lead to enhanced customization, efficiencies and outcomes of patient care in routine orthodontic problems and in severe craniofacial problems, OSA and TMD.

Quality of Life After Critical Illness.

1 Department of Anesthesiology, Perioperative and Pain Medicine, Brigham and Women’s Hospital, Boston, MA. 2 Harvard Medical School, Boston, MA. 3 Ariadne Labs, Boston, MA. *See also p. 632. The views expressed in this article are those of the authors and do not necessarily represent the views of others. Support was provided solely from institutional sources. Dr. Arriaga is the recipient of: 1) a mentored research training grant from the Anesthesia Patient Safety Foundation (APSF) and the Foundation for Anesthesia Education and Research (FAER) and 2) a Career Development Award from the Center for Diversity and Inclusion of the Brigham and Women’s Hospital. He is also a member of the Patient Safety Editorial Board for the American Society of Anesthesiologists and Question Editor/Examiner for the American Board of Anesthesiology, where he receives a stipend for work that is otherwise done in a volunteer capacity. He received funding from the American Society of Anesthesiologists Patient Safety Editorial Board, the American Board of Anesthesiology, the Minority Faculty Career Development Award from the Center for Diversity and Inclusion of the Brigham and Women’s Hospital, the APSF, and the FAER. Dr. Allen has disclosed that he does not have any potential conflicts of interest.

Identifying Value Factors in Institutional Leaders’ Perspectives on Investing in Health Professions Educators

Investing in educators, educational innovation, and scholarship is essential for excellence in health professions education and health care. Funds for education innovations and educator development remain at significant risk because they virtually never generate offsetting revenue. A broader shared framework is needed to determine the value of such investments. To explore the value factors using the value measurement methodology domains (individual, financial, operational, social or societal, strategic or political) that health professions leaders placed on educator investment programs, including intramural grants and endowed chairs. This qualitative study used semi-structured interviews with participants from an urban academic health professions institution and its affiliated systems that were conducted between June and September 2019 and were audio recorded and transcribed. Thematic analysis was used to identify themes with a constructivist orientation. Participants included 31 leaders at multiple levels of the organization (eg, deans, department chairs, and health system leaders) and with a range of experience. Individuals who did not respond initially were followed up with until a sufficient representation of leader roles was achieved. Outcomes include value factors defined by the leaders for educator investment programs across the 5 value measurement methodology domains: individual, financial, operational, social or societal, and strategic or political. This study included 29 leaders (5 [17%] campus or university leaders; 3 [10%] health systems leaders; 6 [21%] health professions school leaders; 15 [52%] department leaders). They identified value factors across the 5 value measurement methods domains. Individual factors emphasized the impact on faculty career, stature, and personal and professional development. Financial factors included tangible support, the ability to attract additional resources, and the importance of these investments as a monetary input rather than output. Operational factors identified educational programs and faculty recruitment or retention. Social and societal factors showcased scholarship and dissemination benefits to the external community beyond the organization and to the internal community of faculty, learners, and patients. Strategic and political factors highlighted impact on culture and symbolism, innovation, and organizational success. These findings suggest that health sciences and health system leaders find value in funding educator investment programs in multiple domains beyond direct financial return on investment. These value factors can inform program design and evaluation, effective feedback to leaders, and advocacy for future investments. This approach can be used by other institutions to identify context-specific value factors.

An innovative approach to career development and promotion of diverse faculty.

Women and persons from racial and ethnic populations underrepresented in medicine (URiM) comprise a substantially lower proportion of academic internal medicine faculty, particularly at senior ranks (associate professors and professors). Numerous factors lead to this inequity which has broad implications for medical education and healthcare. The Emory University Division of General Internal Medicine Grady Section (GIMG) formed the Faculty Review Committee (FRC) in 2013 to address low promotion rates to senior ranks as part of a strategy to foster a more inclusive, equitable environment. The FRC systematically and proactively reviews all GIMG faculty years prior to possible promotion to provide tailored recommendations to bolster professional development and with a goal to expedite successful advancement to senior ranks. Deidentified GIMG academic rank data was compared with aggregate data from Emory University School of Medicine and the American Association of Medical Colleges. In 2020, GIMG had significantly more senior faculty compared with pre-FRC intervention (odds ratio [OR]: 3.94, 95% confidence interval [CI]: 1.65-9.42). Subgroup analyses of non-URiM women GIMG senior faculty compared with preintervention (OR: 11.6, 95% CI: 2.52-53.7), showed a significant increase. A trend towardincreased URiM women faculty was also seen. Descriptive analysis suggests that the GIMG group had a higher promotion to senior ranks among women and URiM compared with national and institutional comparators. The FRC is associated with significant increases in the promotion of all faculty and non-URiM women faculty, and an increasing trend of URiM women faculty, effects which help contribute to an equitable academic medicine environment, fostering a more diverse workforce and improved patient outcomes.

Outcomes of a Peer Mentoring Circle: An Innovation to Improve Academic Physician Career Advancement in a Community Hospital Setting.

Faculty retention is a prominent topic in academic medicine. Investment in faculty career development supports faculty vitality, advancement, and retention. Academic physicians in community-based settings far from their academic affiliate may find identifying local career advancement mentorship challenging. In June 2018, a career advancement in-service day at The Children's Hospital of San Antonio and Baylor College of Medicine in Houston was convened to design a peer mentoring circle (PMC). Using self-determination theory, this program aimed to help PMC members develop goals; schedule and attend regular meetings; format, review, and critique member curricula vitae and portfolios; and hold one another accountable to submitting award and promotion applications. Eleven inaugural PMC cohort members attended regular monthly meetings from July 2018 to June 2019 (median, 6 members per meeting). All members were competent in accessing the PMC repository of materials. Statistically significant improvement ( P < .01) was seen in self-reported knowledge and skills relevant to award or academic promotion support and resources. Compared with no patient care or teaching awards and 1 academic promotion among non-PMC faculty, 5 PMC members (45.5%) earned a patient care award, 4 (36.4%) earned a teaching award, and 5 of 10 faculty members (50.0%) achieved academic promotion ( P < .001 for all). On the retrospective pre-post survey, members endorsed several PMC strengths, including personal and emotional support, professional support, and accountability. Next steps include establishing a local faculty development office, convening a second cohort, revising evaluation methods, expanding membership, and offering 1-on-1 career counseling. Community-based academicians who aim to replicate this program should organize a career advancement and faculty development in-service day, identify local faculty members to manage meetings, retain a repository of resources, set deadlines and hold one another accountable to them, and celebrate achievements and support one another in failure.

The role of conventional echocardiographic parameters on detecting subclinical anthracycline therapy related cardiac dysfunction

Abstract Background Subclinical anthracycline therapy related cardiac dysfunction (ATRCD) can be detected with speckle tracking echocardiographic image (STE), which is not widely available in Uganda. We aimed to investigate the accuracy, sensitivity and specificity of the two conventional echocardiographic parameters (reduction of mitral annular plane systolic exertion (MAPSE) and reduction of mitral annular peak systolic tissue Doppler velocity (s')) on diagnosing subclinical ATRCD. Method and results 207 cancer patients who underwent anthracycline based chemo therapy were recruited at baseline and followed up until 6 months after ending anthracycline therapy. Comprehensive echocardiographic data were collected at each visits. Global longitudinal strain (GLS) by STE was used as the gold standard diagnostic test to define the case of subclinical ATRCD. Data of the 200 patients who had no evidence of clinical ATRCD were analyzed. 172 (86.0%) were female, with a median age of 42 years and cumulative incidence of ATRCD at the end of anthracycline therapy was 23.5% by GLS criteria. The AUC, cutpoint, sensitivity, specificity, PPV and NPV of reduction of MAPSE were 0.6736 (95% CI: 0.5885, 0.7587), ≥2 mm, 74.47% (95% CI: 59.65%, 86.06%), 54.90% (95% CI: 46.66%, 62.95%), 33.70% (95% CI: 24.68%, 43.58%) and 87.50%% (95% CI: 79.18%, 93.37%). The AUC, cutpoint, sensitivity, specificity, PPV and NPV of reduction of S' were 0.6018 (95% CI: 0.5084, 0.6953), ≥0.5 mm/s, 61.70% (95% CI: 46.38%, 75.49%), 52.67% (95% CI: 44.36%, 60.87%), 29.00% (95% CI: 20.36%, 38.93%) and 76.14%% (95% CI: 72.27%, 88.62%). Conclusion The reduction of MAPSE and S' demonstrated fairly good accuracy, sensitivity and negative predictive value to detect subclinical ATRCD in Ugandan cancer patients. These conventional echocardiographic parameters may serve as screening tools for detecting subclinical ATRCD in resource limited settings. Funding Acknowledgement Type of funding sources: Public Institution(s). Main funding source(s): NURTURE Research Training and Mentoring Program for Career Development of Faculty at MakerereUniversity College of Health Sciences, Uganda supported by the Office Of The Director, National Institutes of Health, National Institute of Dental and Craniofacial Research, National Institute Of Neurological.

Navigating the challenges of diversity in a mentoring relationship: reflections from a webinar series

Mentorship serves an important role in the career development and clinical training of surgical trainees and faculty. When mentoring relationships occur across identity differences—such as race, ethnicity, sexuality, and gender—between mentor and mentee, challenges may arise and compromise the impact of the relationship. In recognizing the needs of diverse mentees and acknowledging the challenges encountered when mentoring across identity differences, the Association of Women Surgeons (AWS) #HeForShe Committee hosted a three-part national webinar series to explore the concept of mentoring across identity differences. This manuscript offers reflections from the webinar series and proposes general guidelines when engaging in a diverse mentoring relationship.

Key Communication Skills for Mentees.

Mentorship is an important relationship for young radiologists to foster to fulfill both personal and professional goals. Mentorship is known to provide improved career satisfaction, more research productivity, and promotion within the academic ranks [ 1 Choi Augustine M.K. Moon J. Steinecke A. et al. Developing a culture of mentorship to strengthen academic medical centers. Acad Med. 2019; 94: 630-633 Crossref PubMed Scopus (45) Google Scholar ]. Although the characteristics of good mentors have been published many times in the literature, there is a paucity of literature on the characteristics of a strong mentee [ 2 Black V.G. Taylor Z.W. Nobody’s talking to the mentees. Mentoring and Tutoring: Partnership in Learning. 2018; 26 (606-6) Crossref Scopus (5) Google Scholar ]. One crucial factor to ensure success as a mentee and to foster a healthy mentor-mentee relationship is that of communication [ 3 Barrett J.L. Mazerolle S. Nottingham S. Attributes of effective mentoring relationships for novice faculty members: perspectives of mentors and mentees. Athletic Training Education Journal. 2017; 12: 152-162 Crossref Google Scholar ]. Key Communication Skills for MentorsJournal of the American College of RadiologyVol. 19Issue 7PreviewMentorship is a critical relationship between a less-experienced mentee and a more-experienced mentor in an area of expertise from which one is seeking guidance on a particular subject. This relationship is important particularly in radiology because it plays a key role in training as well as career development of medical students, residents, fellows, junior faculty, and junior partners alike [1]. It is important to note that the mentee-mentor relationship oftentimes transcends career levels and can be based on one’s area of expertise. Full-Text PDF

Key Communication Skills for Mentors.

Mentorship is a critical relationship between a less-experienced mentee and a more-experienced mentor in an area of expertise from which one is seeking guidance on a particular subject. This relationship is important particularly in radiology because it plays a key role in training as well as career development of medical students, residents, fellows, junior faculty, and junior partners alike [1]. It is important to note that the mentee-mentor relationship oftentimes transcends career levels and can be based on one’s area of expertise.

Reimagining Seed Grants for the 21st Century: Individual and Institutional Impacts of a Mini-Grants Program

The Connect Grants initiative is an innovative mini-grants program that promotes faculty leadership and career development while enhancing the university’s scholarship environment and infrastructure. Launched in 2014 as part of a National Science Foundation (NSF) ADVANCE Institutional Transformation (IT) effort, the initiative is designed to broaden faculty opportunities and support creative department-level efforts to guide faculty through career stages. Due to its successes, the program has been institutionalized. Through Bolman and Deal’s (2017) organizational lens, this paper describes the motivation for creating the program, its design, evolution, and evaluation. Findings indicate that the program supports individual awardees by expanding networks, building critical skills, and promoting scholarship, while also influencing institutional policies and practices. In contrast to some other inclusivity initiatives, the Connect Grants program targets institutional structures rather than focusing solely on individual skillsets and deficiencies. This provides an opportunity for reimagining seed funding and realizing both individual and institutional impacts.

Value, Support, and Advancement: An Organization’s Role in Faculty Career Intentions in Academic Medicine

PurposeFaculty engagement in academic medical centers is essential to advancing efficient healthcare delivery, research productivity, and organizational quality. The authors used turnover theory to empirically examine factors that influence faculty engagement, including both aspirational and attrition-related career intentions.MethodsUsing a convergent, mixed methods design, the authors surveyed 284 faculty at a large Midwestern public university’s school of medicine in Fall 2015, Fall 2016, and Spring 2017. The study’s questionnaire included a series of scales which informed three outcome variables (promotion aspirations, leadership aspirations, and intent to leave the organization) and four groups (role strain, work–family conflict, organizational commitment and support, and departmental commitment and support) of predictor variables, all of which have been previously validated with medical faculty populations. The scales were followed by open-ended questions which allowed respondents to further elaborate on their experiences in their organization related to each outcome variable. The authors used a hierarchical multiple regression model to assess the effect of each of the four groups of predictor variables on the outcome variables and then employed an iterative thematic analysis of open-ended responses to further elucidate faculty’s reported experiences.ResultsOrganizational commitment and support were significantly associated with faculty’s promotion aspirations, leadership aspirations, and intentions to leave the organization. Thematic analysis of participant responses to open-ended questions further revealed the specific career development support faculty desired, mainly, streamlined and transparent promotion and leadership processes; clear guidance to maneuver these processes; holistic professional development opportunities; feeling valued; and supports for clinical and administrative tasks.ConclusionAdvancing organizational policy that supports infrastructure for evidence-based interventions and programming for the intentional career development of faculty is an important aspect of a proactive talent development and retention model in academic medical centers.

Exploring Sustainable Measurements of Academic Research: How Do Faculty Members in Teaching-Oriented Universities of China Evaluate Good Research in Tourism and Hospitality?

Academic research contributes to the achievement of sustainable development goals (SDGs) of teaching-oriented universities in many ways, such as providing quality education, promoting the healthy and diverse development of academia, and satisfying the sustainable career development of faculty. In essence, research can facilitate knowledge advancement, dissemination, and innovation, while existing metrics are outcome-based, quantitatively measured, and have methodological and invalidity problems in achieving these orientations. This exploratory study adopted a qualitative research approach guided by constructivist grounded theory to explore the fundamental question of how to evaluate good research in tourism and hospitality. By conducting 32 in-depth interviews with full-time faculty members in 16 teaching-oriented universities in mainland China, the perceptions of good research were captured. The perceived measurements that evaluate good research were interpreted, including counting publications and research projects, citation analysis and peer review, contribution to teaching, contribution to societal service and industrial interaction, and building research teams. Finally, this study provided discussions about the orientations of academic research as well as authorships in research evaluation from the perspective of HEI sustainability.

A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

BackgroundTo support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum.MethodsWe implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design.ResultsStudent and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching.ConclusionsBased on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.