Career In Academic Medicine Research Articles

Anesthesiology Fellowships in the Military Health System: An Education Analysis of the Supply and Demand.

Evidence indicates that desire for fellowship training is most influenced by personal interest, enhancement of career options, and a specific interest in an academic medicine career. The overall objective of this study is to evaluate anesthesiology fellowship interest and its potential impact on military retention and other outcomes. We hypothesized that current fellowship training accessibility is outpaced by the interest for fellowship training and that additional factors will be associated with the desire for fellowship training. This prospective cross-sectional survey study was approved as Exempt Research by the Brooke Army Medical Center Institutional Review Board in November 2020. Participants were eligible to complete the online voluntary survey if they were active duty anesthesiologists. Anonymous surveys were administered via the Research Electronic Data Capture System from December 2020 to January 2021. Aggregated data were evaluated using univariate statistics, bivariate analyses, and a generalized linear model. Seventy-four percent of general anesthesiologists (those without fellowship training) were interested in pursuing future fellowship training versus 23% of subspecialist anesthesiologists (those currently in fellowship training or have completed fellowship training), odd ratio 9.71 (95% CI, 4.3-21.7). Of subspecialist anesthesiologists, 75% indicated serving in a nongraduate medical education (GME) leadership position (e.g., service/department chief), with 38% serving in a GME leadership position (e.g., program or associate program director). Almost half (46%) of subspecialist anesthesiologists reported being "extremely likely" to serve ≥20 years, versus 28% of general anesthesiologists. There is a high demand among active duty anesthesiologists for fellowship training, which in turn, may improve military retention. The demand for fellowship training is outpaced by what the Services currently offer, including training in Trauma Anesthesiology. Leveraging this interest in subspecialty fellowship training, particularly when the skills align with combat casualty care-related requirements, would greatly benefit the Services.

Interactive, Educational, and Fun? Yes, Learning Labs are Back!

Back to table of contents Previous article Next article Annual MeetingFull AccessInteractive, Educational, and Fun? Yes, Learning Labs are Back!Nick ZagorskiNick ZagorskiSearch for more papers by this authorPublished Online:26 Feb 2023https://doi.org/10.1176/appi.pn.2023.03.3.31AbstractAttendees can learn about such topics as entering a career in academic medicine and mastering social media, as well as improving their use of telepsychiatry in a post-pandemic world.Love it or loathe it, social media is becoming a massive platform for spreading news and information about mental health. Several sessions at this year’s Annual Meeting will discuss the role of social media in psychiatric practice, including a special presentation that will be a part of APA’s Learning Labs. Social Media–Related Sessions“#American Idols—the Role of Influencers in Shaping the Public’s Understanding and Utilization of Mental Health Care.” Chair: Anna Russell, D.O.“Alternatives to Facts: Mental Health Impact of Social Media, Phone Applications, and Technology.” Chair: Pratik Bahekar, M.B.B.S.“The Future of Mental Health Is Social Media.” Chair: Simone Ariel Bernstein, M.D.“Technologies to Advance Access to Mental Health: Social Media, Texting, and 988.” Chair: John Luo, M.D.“#American Idols—the Role of Influencers in Shaping the Public’s Understanding and Utilization of Mental Health Care.” Chair: Anna Russell, D.O.“Social Media and Psychiatry: Effects of Social Media on Users, Research, Advocacy, Networking, and Intervention Opportunities.” Chair: Mariana Pinto Da Costa, M.D.“Social Media for Seniors: Pros, Cons, and Scams.” Chair: Maria D. Llorente, M.D.“Virtually Represented: The Impact of Social Media Usage on Trainee Wellness.” Chair: Carisa Maureen Kymissis, M.D.“Mission-Based Media Collaborative Work Concerning ‘Controversial’ Topics in Psychiatry.” Chair: Jessica Gold, M.D.“Using Social Media to Educate, Advocate, and Empower.” Chair: Jake Goodman, M.D., M.B.A.Yes, APA’s popular educational workshops are making a grand return at the San Francisco meeting. The eight interactive sessions slated for this year include the panel session titled “Using Social Media to Educate, Advocate, and Empower,” which will be chaired by Jake Goodman, M.D. Goodman, a psychiatry resident at the University of Miami’s Jackson Memorial Hospital, became a social media sensation during the COVID-19 pandemic with a series of photos and videos advocating for mental health awareness and detailing his own challenges with depression to his more than 2 million followers. “Social media can appear overwhelming and intimidating. And that’s OK. We never had a lecture in medical school about how to create a video or write a tweet to educate the public about a new medical advancement,” Goodman said. But with a little help from the panelists, participants can learn how to write engaging content and build an online brand. All they need to do is bring a phone and an open mind.Other Learning Labs slated for this year include the following:Transcranial Magnetic Stimulation [TMS]: Future Innovations and Clinical Applications for Psychiatric Practice: This panel session will highlight the many high-tech advances in TMS since the first magnetic device was cleared in 2008, as well as low-tech strategies any clinician can use to optimize TMS therapy.Launching and Navigating a Successful Career in Academic Medicine: Any young physician interested in academia has a chance to learn from one of the best: Laura A. Roberts, M.D., M.A., the Katharine Dexter McCormick and Stanley McCormick Memorial Professor and chair of psychiatry and behavioral sciences at Stanford University School of Medicine.Crises Simulation Lab: In this returning event, participants will learn some of the basics of how to respond effectively in a crisis—natural or manmade—and get a chance to play one of many responder roles in a simulation of a crisis event.Learning Neuroscience Through Interactive Activities: Who said learning can’t be fun? Attendees at this workshop will get to experience the “Brain-ival” as they form teams and tackle puzzles, trivia, and more. Along the way, they will also learn important elements of neuroscience, the foundation of psychiatric knowledge.LAI Workshop: Long-acting injectable antipsychotics are a highly effective yet highly underused option for treating patients with schizophrenia and other psychotic disorders. Donna Rolin, Ph.D., A.P.R.N., director of the psychiatric mental health nurse practitioner program at the University of Texas at Austin School of Nursing, will offer important details on how to prepare and administer these injections.How to Set Up a Tele-Practice: While many psychiatrists are using telehealth services today, undoubtedly many still have questions on technical and regulatory guidelines. This interactive session will review the important considerations related to establishing and/or maintaining a fully virtual or hybrid practice. Topics include equipment selection, licensure requirements, maintaining privacy, and more.Hearing Voices: In this moving workshop, attendees will get an idea of what it’s like to experience auditory hallucinations. It is hoped that participants will gain empathy and reassess their thoughts on positive symptoms as they attempt to carry out routine clinical activities while experiencing distracting audio stimuli designed by people with lived experience. ■ ISSUES NewArchived

Editorial introductions.

Current Opinion in Gastroenterology was launched in 1985. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of gastroenterology is divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Section Editors for this issue. SECTION EDITORS Chantal HoussetChantal HoussetChantal Housset is Professor of Cell Biology at Sorbone Université, Paris, France, since 2000. She is Course Director of molecular and cellular biology at Sorbonne Université Medical School & Life Science Department. She is Hepatologist in the Reference Center for Inflammatory Biliary Diseases and Auto-immune Hepatitis, in Saint-Antoine Hospital, and of the Rare Liver Disease National Network (FILFOIE). She is the Head of an INSERM-Sorbonne Université Laboratory of translational research on metabolic and biliary diseases of the liver in Centre de Recherche Saint-Antoine (CRSA), Paris. Dr Housset is member of the University National Council (CNU) in Cell Biology. She published 193 articles. Her main scientific contributions relate to the pathophysiology of bile secretion and biliary diseases, the progression of metabolic and biliary diseases towards fibrosis, the origins and functions of myofibroblasts in the liver. Don C. RockeyDon C. RockeyDr Don Rockey completed internship, residency, chief residency, and fellowship at the University of California, San Francisco, USA. He is currently Director of the Medical University of South Carolina Digestive Disease Center. He has active, basic and clinical research interests in liver disease. His basic research focuses on understanding the molecular basis of fibrosis and portal hypertension. His laboratory initially demonstrated that a key player, the hepatic stellate cell, exhibits a contractile phenotype and transforms to a myofibroblast. Further, following liver injury, stellate cells not only produce increases quantities of extracellular matrix, but also exhibit exaggerated contractility, constrict liver sinusoids, and contribute to increased intrahepatic vascular resistance typical of portal hypertension. Dr Rockey also has an active clinical research program, focused on clinical management problems in gastrointestinal bleeding, drug induced liver injury, and chronic liver diseases including complications of portal hypertension. Dr Rockey and colleagues have published some 300 peer reviewed original scientific papers and over 100 editorials, reviews, and book chapters. He has served as a mentor for over 125 trainees, including students, residents, fellows, and junior faculty members - the vast majority of whom have pursued or who are pursuing careers in academic medicine. He has had a number of editorial responsibilities, including as Associate Editor for Hepatology, Liver International, and the Journal of Investigative Medicine, and has served on multiple NIH and other study sections, and editorial boards.

Editorial introductions.

Current Opinion in Gastroenterology was launched in 1985. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of gastroenterology is divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Journal's Editor and Section Editors for this issue. EDITOR Don RockeyDon RockeyDr Don Rockey completed internship, residency, chief residency, and fellowship at the University of California, San Francisco, USA. He is currently Director of the Medical University of South Carolina Digestive Disease Center. He has active, basic and clinical research interests in liver disease. His basic research focuses on understanding the molecular basis of fibrosis and portal hypertension. His laboratory initially demonstrated that a key player, the hepatic stellate cell, exhibits a contractile phenotype and transforms to a myofibroblast. Further, following liver injury, stellate cells not only produce increases quantities of extracellular matrix, but also exhibit exaggerated contractility, constrict liver sinusoids, and contribute to increased intrahepatic vascular resistance typical of portal hypertension. Dr Rockey also has an active clinical research program, focused on clinical management problems in gastrointestinal bleeding, drug induced liver injury, and chronic liver diseases including complications of portal hypertension. Dr Rockey and colleagues have published some 300 peer reviewed original scientific papers and over 100 editorials, reviews, and book chapters. He has served as a mentor for over 125 trainees, including students, residents, fellows, and junior faculty members - the vast majority of whom have pursued or who are pursuing careers in academic medicine. He has had a number of editorial responsibilities, including as Associate Editor for Hepatology, Liver International, and the Journal of Investigative Medicine, and has served on multiple NIH and other study sections, and editorial boards. SECTION EDITOR Anthony BuckleyAnthony BuckleyDr Anthony Buckley, PhD, is a Lecturer in Microbiology at the University of Leeds, UK, and leads the Microbiome & Nutritional Sciences group. He also holds an honorary position at the Leeds Teaching Hospital Trust, NHS, UK. Dr Buckley obtained his PhD in Molecular Microbiology at the University of Birmingham, UK, where he investigated the role of efflux pumps towards Salmonella Typhimurium in vivo pathogenicity under the supervision of Professor Laura J. V. Piddock. Dr Buckley is passionate about student education and supporting early career researchers, and he sits on the steering committees for the Leeds Biofilm Network and [email protected] Network. The research interests of his group centers on influencing disease outcome by manipulating the human microbiota through probiotics and prebiotics. His group develops novel models of the human digestive tract to study the interactions between xenobiotics, microbe, and host, and determine the efficacy of novel drugs and biotherapeutics. He is an author on over 40 primary research articles, review articles, and book chapters. Russell D. CohenRussell D. CohenRussell D. Cohen, MD. FACG, AGAF is a Professor of Medicine at the Pritzker School of Medicine, in the Department of Medicine, Section of Gastroenterology at the University of Chicago, USA. Currently he is Director of the IBD Center and the Co-Director of the Advanced IBD Fellowship Program, and serves as Illinois Governor for the American College of Gastroenterology, USA. Dr Cohen earned his BS at Cornell University, USA, his MD with honors at Mount Sinai School of Medicine, USA, and his residency in internal medicine at Beth Israel Hospital/Harvard Medical School, USA, and his fellowship in gastroenterology and senior fellowship in IBD at the University of Chicago. He has been Principal or Co-Investigator for more than 185 research projects. He is an editor of three medical textbooks, and has authored more than 200 articles, abstracts, reviews, books, book chapters, and audiotapes. He is published in prestigious journals such as Gastroenterology, American Journal of Gastroenterology, and Inflammatory Bowel Diseases. He also is a reviewer for multiple journals, including New England Journal of Medicine, Gastroenterology, Gut, and American Journal of Gastroenterology, and is a member of multiple prestigious medical societies. Dr Cohen is named in Best Doctors in America, America's Top Gastroenterologists, Top Doctors in the Chicago Metro Area, and Chicago Magazine's Top Doctor in Gastroenterology.

An Evaluation of Research Publications for General Surgery Residents And its Influence on the Future Pursuit of Fellowship or Academic Career

Traditionally, the Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to implement research and other scholarly activities into their training curriculum. Encouraging residents to publish during residency is believed to promote research throughout their careers; however, the rate of research outcomes among general surgery residents remains unknown. Our study aims to determine associated factors that influence publication rates before, during, and after general surgery residency. This observational study employed a cross-sectional design. We examined whether research outcomes during general surgery residency was associated with academic advancement or continued research involvement after residency. We identified 321 general surgery residency programs on the Doximity website and randomly selected 50 to include in our sample. Of these programs, graduate rosters for 31 programs were located and subsequently included. Of the 405 residency graduates identified, we recorded the number of peer-reviewed publications, H-indices, fellowships, and whether the graduate pursued a career in private practice or academia. Among the 405 physicians analyzed, 3815 total publications were identified with a mean of 9.4 (SD 11.8) per person. The most reported study design was observational studies (46.5%; 1775/3815) and the least reported was systematic reviews/meta-analyses (1.4%; 52/3815). The number of publications before residency positively correlated with having a higher h-index (r = 0.4). We also found that physicians who completed a fellowship had more publications during residency (mean = 4.7, SD = 6.5) than those not pursuing a fellowship (mean = 1.5, SD = 2.7; t= -4.3. p ≤ 0.001). We observed a statistically significant increase in the likelihood a physician pursued a career in academic medicine if they pursued a fellowship (OR: 3.77, 95% CI: 2.0-7.2) and if they had published research as a primary author (OR 1.25, 95% CI: 1.0-1.5). Increased research productivity was associated with continued academic pursuits and an increased likelihood of pursuing fellowship training after residency.

Between clinical practice, teaching and research - a project report on the development and implementation of a career mentoring curriculum for female clinician scientists.

Objectives: Despite the high proportion of female medical students, the leading positions in almost all medical departments are still considerably less often held by female clinicians than by male. The aim of this project report is to introduce a career mentoring curriculum for female clinician scientists at Ruhr-University of Bochum in Germany.Methods: The career mentoring program was developed for young female clinician scientists who aim for a leading position in academic medicine. We describe and discuss herein its planning and implementation over two years (11/2020-11/2022) focusing on the needs of the target group. Results: The mentoring program is based on an agile twin-track strategy. It includes peer mentoring, content-related input and interdisciplinary three-to-one mentoring by the coordinators. Additionally, the mentees develop and conduct a scientific project to practice their acquired skills in a protected environment. The quality assurance system of the mentoring program includes a continuous evaluation of the mentees’ satisfaction with the content and organisation of the program, whose results serve as the basis of the prompt adjustment of the latter. It also includes an evaluation of the sustainable impact of the program on the mentees’ career development based on an adapted role matrix. The role matrix addresses the mentees to acquire the competencies required for them to become a successful clinician, scientist and academic teacher.Conclusions: A 2-year innovative and unique career mentoring program for female clinician scientists was developed and already successfully launched. Making use of different mentoring strategies, the program has the potential to promote gender equality and encourage female physicians to pursue a career in academic medicine.

The View From the Tree.

The View From the Tree.

Savoring Uncertainty.

The first quantification of neural discharge from the carotid body of cats in response to hypoxia, hypercapnic acidosis, and their combination discovered a strong potentiating effect of hypoxia and hypercapnic acidosis combined as compared to either alone. This paper was the start of a research journey that eventually examined the regulation of blood and cerebrospinal pH by peripheral and central chemoreceptors in the setting of systemic acid-base alterations. This research focus was the result of the author's personal fascination with mountains and human adaptation to high altitude-an interest that led to his own ascent of Mount Everest in 1963. The inherent uncertainty and challenge involved with climbing high mountains has served as a metaphor and inspiration for his life, including his career in academic medicine.

Impact of Intercalated Degree on Post-graduate Career Progression and Academic Development in the UK: A Rapid Review of the Literature.

An intercalated degree offers medical students an avenue to explore their interests and become competent in scientific literacy. Although intercalating can pose a financial burden and time commitment, they do provide competitive academic and speciality training applications. The aim of this review was to explore academic development and subsequent outcomes of career progression. Medline and EMBASE were systematically searched using keywords. After the removal of duplicates, the studies were screened against the inclusion criteria. For the five studies included in this review, a narrative synthesis was performed. The two main themes were academic development and career progression. All studies showed a plethora of academic achievements during and after intercalation. Two studies showed that students are more likely to enter a career in academic medicine. A further two studies have shown that the transferable skills of academia have allowed alumni to make more competitive applications for foundation year and speciality training. The results have shown a correlation between academic achievements and an increase in competitiveness in foundation programmes and speciality applications. There are clear discrepancies in the success of academic careers depending on the institution and type of intercalated degree. Current literature suggests a master’s degree results in more academic success compared to a bachelor’s degree. Due to the sheer diversity of intercalated degrees offered to medical students in the UK, there is limited literature on post-graduate career progression. More research should be undertaken to look at the implications of intercalation on post-graduate career progression.

Engaging Early-Career Physicians in Medical Device Innovation and Entrepreneurship.

Engaging Early-Career Physicians in Medical Device Innovation and Entrepreneurship.

Physician–Public Health Practitioners—The Missing Academic Medicine Career Track

Physician–Public Health Practitioners—The Missing Academic Medicine Career Track

A decision-tree model of career choice for veterinarians in clinical residency programs.

To identify factors that individuals in clinical residency training programs consider when making a choice for or against a career in academic clinical medicine. 207 veterinarians in clinical residency programs. An online survey was distributed to 1,053 veterinarians participating in clinical residency training programs overseen by organizations recognized by the AVMA American Board of Veterinary Specialties. Results were compiled and decision factors were analyzed by means of principal component analysis to identify latent factors from the set of survey items. These factors were then used to construct a decision tree to predict respondents' choice of whether to enter academic medicine or private clinical practice. 207 (20%) responses were analyzed. Ninety-three of 194 (48%) respondents reported a desire to pursue a career in academic medicine, and 101 (52%) reported a desire to pursue a career in private clinical practice. Principal component analysis identified 14 items clustered on research, clinical teaching, classroom teaching, and clinical practice. A decision tree was constructed that resulted in an overall accuracy of 82% in predicting a resident's career choice of academic medicine versus private clinical practice. The construct of professional benefits had a negative effect on desiring a career in academic medicine, whereas the construct of professional priorities and having had a positive residency training experience had a positive effect on desiring a career in academic medicine. Understanding factors that attract and encourage residents who might have an aptitude and interest in academic medicine holds important implications for addressing the shortage of veterinarians entering academic medicine.

Research During Foot and Ankle Orthopaedic Fellowship and Association with Careers Following Fellowship

Category:OtherIntroduction/Purpose:Performing research during fellowship continues to develop vital critical thinking skills for orthopaedic surgeons as they move into their careers. As fellowships and academic careers become more competitive, research plays an important role in fellow selection and future academic appointments. The purpose of this study was to assess if research during fellowship, measured through journal publications, was associated with careers in academic medicine and if those who published early in their training continued to do so into their careers.Methods:A list of foot and ankle fellows, from 2008-2013, were collected from the AOFAS website. In February 2021, all collected fellows were searched on pubmed.gov to generate all orthopaedic publications with a PubMed identifier published before residency, during residency, during fellowship and after fellowship. Each publication's 2020 Thomson Reuters 5-Year Journal Impact Factor and fellows first authorship were noted. The collected fellows were searched through Doximity.com for the name of their medical school, residency and fellowship. The fellows were further searched for their current location of employment and whether it was academic or not. An employment location was considered academic if they were listed on a department website that also was involved in teaching residents. The number of publications, journal Impact Factor and number of first authorships were compared between the academic and non-academic groups during their time before residency, during residency, during fellowship and after fellowship.Results:A total of 246 fellows were included, with a mean (+- SD) of 0.8 +- 1.4 publications per fellow during fellowship. During the years in review, 27% (67/246) of fellows entered a career in academics. Before residency, there was no difference in the number of publications between those that went into academic and those that did not [academics 0.54 +- 1.85, non-academic 0.27 +- 1.05 (p=0.154)]. During residency and fellowship, those that went into academics were statistically significantly more likely to publish than those that did not go into academics [during residency: academic 2.82 +- 4.53, non-academic 1.24 +- 2.00 (p=0.0002); during fellowship: academic 1.10 +- 1.57, non-academic 0.69 +- 1.34 (p=0.038)] as well as more first authorships and in journals with higher impact factors.Conclusion:As fellowships and academic positions become more competitive, the quality and number of journal publications are likely to become increasingly more important. This study noted that an interest in academics likely develops during orthopaedic residency. This study may help improve mentorship earlier on to those who are more likely to pursue a career in academics.

Diversity, Equity, and Inclusion Officer Position Available: Proceed With Caution.

Diversity, Equity, and Inclusion Officer Position Available: Proceed With Caution.

A Foot Soldier in Cardiac Metabolism: A Conversation With Heinrich Taegtmeyer, MD, DPhil.

A Foot Soldier in Cardiac Metabolism: A Conversation With Heinrich Taegtmeyer, MD, DPhil.

Publication Trends and Their Relationship With Academic Success Among Dermatology Residents: Cross-sectional Analysis.

Involvement in scholarly activities is considered to be one of the foundational pillars of medical education. This study aims to investigate publication rates before, during, and after residency to determine whether research productivity throughout medical training correlates with future academic success and research involvement. We successfully identified a list of 296 graduates from 25 US dermatology residency programs from the years 2013-2015. The publication history for each graduate was compiled using Scopus, PubMed, and Google Scholar. The Pearson correlation test and linear regression were used to assess the relationship between research productivity and continued academic success after residency graduation. Before residency, graduates published a mean of 1.9 (SD 3.5) total publications and a mean of 0.88 (SD 1.5) first-author publications. During residency, graduates published a mean of 2.7 (SD 3.6) total publications and a mean of 1.39 (SD 2.0) first-author publications. Graduates who pursued a fellowship had more total publications (t294=-4.0; P<.001), more first-author publications (t294=-3.9; P<.001), and a higher h-index (t294=-3.8; P=.002). Graduates who chose to pursue careers in academic medicine had more mean total publications (t294=-7.5; P<.001), more first-author publications (t294=-5.9; P<.001), and a higher mean h-index (t294=-6.9; P<.001). Graduates with one or more first-author publications before residency were 1.3 times more likely to pursue a career in academic medicine (adjusted odds ratio 1.3, 95% CI 1.1-1.5). Graduates who pursued a fellowship were also 1.9 times more likely to pursue a career in academic medicine (adjusted odds ratio 1.9, 95% CI 1.2-3.2). Our results suggest that research productivity before and during residency training are potential markers for continued academic success and research involvement after completing dermatology residency training.

Anticipating, experiencing and overcoming challenges in clinical academic training

Background/Aims This article builds on studies that have reported on the challenges of pursuing a clinical academic career. It aims to explore the perceived challenges that clinical academic trainees experience, and the ways in which they overcome them. Methods Data were collected from clinical academic trainees via an online survey and semi-structured interviews, then thematic analysis was performed. Results The trainees experienced challenges relating to balancing and progressing a clinical academic career. They sought to overcome these through self-efficacy and by drawing on the support of peers, supervisors and mentors. Conclusions Clinical academic trainees experience significant challenges as they strive to develop careers in academic medicine. They draw on their own resources and the support of others to help them to overcome these challenges. They also often act to advocate, advise and support other aspiring clinical academics.

Empathy Among Orthopaedic Surgery Trainees.

Background:It has been postulated that the process of—and stresses associated with—medical training may cause a loss of empathy among trainees. Because empathy is considered an important value for clinicians and may even be associated with better patient outcomes, we assessed the empathy of orthopaedic surgery trainees and identified factors associated with empathy.Methods:Between June and September 2020, an anonymous survey was distributed electronically to trainees in 23 Accreditation Council for Graduate Medical Education-accredited orthopaedic surgery residency programs via the Collaborative Orthopaedic Educational Research Group. The survey comprised the validated Short-Form 8-Item Empathy Quotient (EQ-8) questionnaire—scored on a scale of 0, least empathetic, to 16, most empathetic—and single-item measure of emotional exhaustion and depersonalization derived from the Maslach Burnout Index—scored using a frequency scale. In total, 438 of 605 (72%) trainees completed the survey. The scores were compared via one-way analysis of variance, with Bonferroni correction and Tukey post-hoc testing, α = 0.05.Results:The mean (±SD) EQ-8 score among respondents was 11.3 ± 3.3. Women scored significantly higher (mean, 12.2 ± 2.8) than men (mean, 11.2 ± 3.3) (p = 0.02). Mean scores were significantly higher for trainees planning on a career in academic medicine (12.0 ± 2.9) than those intending to pursue private practice (10.9 ± 3.3) or those with a military commitment (10.4 ± 3.4) (p = 0.01). An inverse relationship was found between EQ-8 scores and single-item Maslach Burnout Index measures in depersonalization and emotional exhaustion (both, p < 0.01). No significant differences were found in EQ-8 scores across postgraduate year, program location, primary training setting, intended fellowship, relationship status, or whether they reported having children.Conclusions:We found no association between postgraduate year and EQ-8 score. Women and those intending to pursue a career in academic medicine had significantly higher levels of empathy. A significant inverse relationship was found between burnout and empathy. Respondents with higher levels of emotional exhaustion and depersonalization had lower levels of empathy.

Implementation of a Medical Education Rotation for Senior Emergency Medicine Residents.

This medical education (MedEd) rotation is designed for post graduate year 3 (PGY-3) residents. The rotation runs over one month for each PGY-3. Resident physicians have teaching responsibilities during and after training. These responsibilities expand beyond teaching medical students and junior residents to include teaching advanced practice providers, nursing colleagues, and prehospital personnel.1 The need for formal teaching curricula in graduate medical education is recognized, but practical examples are lacking.2. Our objectives were to provide our senior residents with exposure to various aspects of the field of MedEd, to further develop their teaching skills and to encourage them to consider a career in academic emergency medicine. The educational strategies used in this curriculum include: 1) clinical shifts supervising small groups of medical students with dedicated faculty supervision, 2) a structured simulation-based medical student teaching activity where the resident is able to provide feedback and teach medical students, 3) a MedEd project, 4) required readings that cover a variety of topics including education theory, curriculum design, and feedback, 5) case-based didactic presentation at our monthly case conference, and 6) one hour of postgraduate year 1 (PGY-1) small group facilitation focusing on fundamentals of emergency medicine. PGY-3 residents completed an online survey prior to residency graduation. The timing of the survey was purposefully delayed to the end of the academic year to allow the residents time to practice techniques they learned during their MedEd rotation. Thirteen residents (93%) completed a survey. Five residents (38%) reported that the rotation had "some" or more impact on their career decision. The other 8 residents reported "almost no impact" or "a little bit of impact." Ten residents (77%) reported that they would "sometimes," "often," or "almost always" use the teaching techniques they learned during the rotation. The highest rated activities were simulation-based teaching and dedicated clinical teaching shifts. Confidence with bedside teaching improved after the session, with a median confidence before the session of 3/5 (moderately confident; IQR 2-3) and a median confidence after the session of 4/5 (quite confident; IQR 3-4, p=0.006). Our MedEd rotation improved teaching confidence but had low impact on career decision. Residents rated the interactive, faculty-supervised components of the rotation highest. We recommend that programs interested in instituting a MedEd rotation first trial the rotation as an elective and utilize established formal teaching activities. Medical Education, resident physician, medical student teaching, simulation, academic medicine.

Teaching Hematology to Fellows: A Qualitative Study

BACKGROUNDThe Accreditation Council for Graduate Medical Education (ACGME) specifies that ≥18 months of hematology/oncology fellowship training must be dedicated to clinical work evenly divided between hematology and medical oncology, incorporating inpatient and outpatient care, multidisciplinary case conferences, tumor board discussions, and scholarship. Learning styles among fellows necessarily differ from those of medical students or residents, but few studies have examined the impact of such differences on the content and caliber of fellows' educational experiences during training. We performed a qualitative study of senior fellows in an ACGME-accredited hematology/oncology fellowship program to explore their perception of hematology training and elucidate how fellows might best learn hematology. METHODSSenior fellows in the hematology/oncology fellowship program at Yale School of Medicine were invited to participate in this study. Semi-structured interviews were conducted utilizing a standardized set of questions addressing clinical experiences, educational conferences, hematopathology, changes in adult learning styles from medical school through fellowship training, and design and optimization of an ideal curriculum for teaching and mastering hematology. Interviews were recorded, transcribed, and analyzed using the framework method. RESULTSEight 3rd year fellows were enrolled in this study. Four were women; three held dual M.D. and Ph.D. degrees. All were planning on a career in academic medicine; most were doing basic science research with a focus in medical oncology, while one was focused on benign hematology. All fellows completed 6 months of dedicated hematology training that included rotations on inpatient malignant hematology, consultative hematology, laboratory medicine, and hematopathology services. Several common themes emerged from the interviews. Hands-on clinical experience and self-directed learning were identified as central components of effective learning during fellowship. All fellows identified a progression in learning styles from medical school through residency and fellowship. Medical students were viewed as benefiting from didactics and structured educational experiences for foundation-building, while fellows tended to center their learning around patient care experiences and literature reviews and viewed didactics as most effective when occurring after encounters with real cases. Excessive patient volumes and clinical demands were prohibitive to fellows' learning. All fellows viewed mandatory presentations and other fellow-as-teacher opportunities as particularly effective venues for cementing knowledge. Perceptions of weekly tumor board conferences varied according to individual interest and whether fellows had acquired a sufficient knowledge base to follow the conference discussions. A clear distinction was made between benign hematology and all other subsets of the fellowship curriculum, with benign hematology being viewed as more “intellectually difficult,” “complicated,” and “overwhelming” than malignant hematology or medical oncology. All fellows viewed the hematology consult service as the best setting for learning hematopathology, particularly blood smear interpretation due to its incorporation into the clinical decision-making process. DISCUSSIONHematology/Oncology fellows are cognizant of being adult learners who thrive when their education is context-based. Optimal fellowship learning involves devoting the majority of time to direct patient care and centering didactics, conferences, and hematopathology around such patient care experiences. Mandatory presentations and fellow-as-teacher experiences are particularly effective tools for knowledge mastery. Teaching in benign hematology may require more oversight due to the complexity of the material. DisclosuresPodoltsev:CTI biopharma/Baxalta: Consultancy; Alexion: Consultancy; Incyte: Consultancy; Ariad: Consultancy.