Junior Faculty Research Articles

The impact of gender and underrepresented minority demographics on nationwide academic radiation oncology faculty promotion.

162 Background: The US is a diverse country with 13.6% of the population identifying as African-American, 19.1% as Hispanic or Latino, and 50.4% female according to the most recent US Census. Per demographic data from the American Society for Radiation Oncology (ASTRO) (the largest US organization of radiation oncologists), 28% of radiation oncologist members identify as female, 4% as African-American race, and 4% as Hispanic/Latino ethnicity; additional data has indicated the rate of URM radiation oncologists in US comprehensive cancer cents to be 5%. This data objectively indicates that females and URMs are underrepresented in the field of radiation oncology compared with the gender and racial/ethnic diversity of the US population. There is minimal data regarding promotion rates in academic radiation oncology, with virtually no data focusing on promotion rates among females and URMs. The primary objective of this study was to assess the relationships between gender and URM status in academic promotion of radiation oncology faculty. Methods: A database consisting of radiation oncologists from 51 National Cancer Institute-designated Comprehensive Cancer Centers from 2019 was accessed in September 2023 to assess academic promotion in a four-year timespan. Data regarding the gender, graduation year, institution, URM identification, and professional rank of radiation oncologists ranked as junior faculty was collected. URM was defined as African-American race and/or Hispanic ethnicity and was collected via self-described internet depictions, interviews, and facial recognition as previously described (PMID 30996695). Junior faculty status was defined as instructor/assistant professor. An online search was then conducted to identify the 2023 academic rank of previously identified faculty, focusing on promotion status from junior to senior faculty or from associate professor to full professor. Regression analysis was performed using a generalized linear mixed model to assess the impact of gender and URM status on promotion, with statistical significance defined as p < 0.05. Results: In an analysis of 554 radiation oncologists comprised of 203 women (36.7%) and 21 URMs (3.8%), 338 (61%) received promotions. Analysis revealed that neither female gender (odds ratio 1.02, 95% confidence interval, 0.68 – 1.52; p -value 0.94) nor URM status (odds ratio 0.57, 95% confidence interval 0.19 – 1.71; p -value 0.32) was significantly associated with promotion. Conclusions: These findings indicate that radiation oncologist gender and URM status may not be associated with academic promotion. However, given the small URM sample size and odds ratio of 0.57, it is possible that this study may be underpowered to adequately assess URM status on promotion. Further studies involving longer time intervals will provide much needed additional data regarding academic promotion.

Mentorship in health research institutions in Africa: A systematic review of approaches, benefits, successes, gaps and challenges.

In Africa, where the burden of diseases is disproportionately high, significant challenges arise from a shortage of skilled researchers, lack of research funding, and limited mentorship opportunities. The continent faces a substantial gap in research output largely attributed to the dearth of mentorship opportunities for early career researchers. To explore existing mentorship approaches, identify challenges, gaps, successes, and benefits, and provide insights for strengthening mentorship programs in African health research institutions. We registered the review protocol on the International Prospective Register of Systematic Reviews [CRD42021285018] and searched six electronic databases-EMBASE, AJOL, Web of Science, PubMed, DOAJ, and JSTOR from inception to 10 November 2023, for studies published in English reporting on approaches of mentorship in health research in African countries. We also searched grey literature repositories, institutional websites, and reference lists of included studies for additional literature. Two independent reviewers conducted screening of titles and abstracts of identified studies, full-text screening, assessment of methodological quality, and data extraction. We assessed study quality against the Mixed Methods Appraisal Tool (MMAT). We resolved any disagreements through discussion and consensus. We employed a narrative approach to synthesize the findings. We retrieved 1799 articles and after screening, included 21 studies in the review. The reviewers identified 20 mentorship programs for health researchers (N = 1198) in 12 African countries mostly focusing on early-career researchers and junior faculty members. A few included mid-career and senior researchers. We categorized the programs under three key mentoring approaches: international collaborative programs, regional and in-country collaborations, and specialized capacity-building initiatives. Our review highlighted the following successes and benefits of health research mentorship programs: the establishment of collaborations and partnerships, development of research programs and capacities, improvement of individual skills and confidence, increased publications, and successful grant applications. The gaps identified were limited funding, lack of a mentorship culture, negative attitudes towards research careers, and lack of prioritization of research mentorship. Our review highlights a diverse landscape of health research mentorship aspects predominantly targeting early career researchers and heavily driven by the North. There is a need for locally driven mentorship initiatives in Africa to strengthen mentorship to advance health research in the region. PROSPERO registration number: CRD42021285018.

Abstract B095: Evaluating the research experiences and outcomes of pre-pilot and pilot awardees of a U54 regional cancer partnership: Success, challenges, and solutions

Abstract Purpose: The Synergistic Partnership for Enhancing Equity in Cancer Health (SPEECH) is a regional, comprehensive cancer health disparity initiative jointly led by Temple University/Fox Chase Cancer Center and Hunter College (TUFCCC/HC). This partnership is supported by a U54 grant from the National Cancer Institute. In this study, we present the successes of the Pre-Pilot and Pilot Projects funded by the U54 Partnership Matched Fund. Additionally, we discuss the challenges encountered in the award process and propose solutions to enhance this process for current and future recipients. Background: One of the key components of SPEECH - the Synergistic Partnership for Enhancing Equity in Cancer Health - is to provide rigorous and robust multidisciplinary cancer disparities research education experiences and mentorship to graduate, post-doctoral, and junior faculty trainees in cancer and cancer health disparities research. So far, through the SPEECH U54 Partnership Matched Fund provided by the Partnership institutions, SPEECH has successfully funded a total of 63 studies, including 35 pre- pilot and 28 pilot projects. Methods: The Planning and Evaluation Core (PEC) team conducted virtual face-to-face interviews and surveys with open-ended questions with 8 awardees. We also connected video testimonials from the awardees. The main goal was to understand the awardees' experiences in applying for, implementing, and evaluating their projects funded under the U54 Partnership. Results: Preliminary results showed five areas of successes, including improved research skills, advanced career in cancer health disparities research, expanded professional network, foster a sense of belonging and scientific identity, and facilitating scientific collaboration and integration across disciplines and institutions. Specifically, awardees mentioned gaining experience with the grant writing process and transitioning to an independent investigator, encompassing tasks such as data collection and manuscript development, and research dissemination, which helped to expand their professional portfolio. Awardees also highlighted receiving mentorship that championed for career advancement and opportunities for professional awards. We also identified four main areas for improvement in the solicitation and implementation process of the awards. These include improving the comprehensibility of the application process, timelines, budget, and other outputs. We also identified the opportunity to augment the networking channels for mentors and collaborators of the SPEECH partnership. Conclusion: As we continue our interviews and surveys with additional awardees, we will analyze the qualitative data collected to identify how to improve the award mechanism for current and future cohorts. We plan to help facilitate the proper improvements and continue to re-evaluate the award process. Citation Format: Jade A. Truehart, Elisabeth Russell McKenzie, Cicely Johnson, Grace X Ma, SJ Dodd, Lin Zhu. Evaluating the research experiences and outcomes of pre-pilot and pilot awardees of a U54 regional cancer partnership: Success, challenges, and solutions [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B095.

Effective Scientific Presentations Across Formats: A Modern Guide for Science Trainees and Researchers

This paper presents a comprehensive tutorial on delivering effective scientific presentations in the modern era, addressing a landscape altered by the COVID-19 pandemic. The shift to virtual and hybrid formats has fundamentally changed the norms of how scientific findings are shared, creating new challenges and opportunities for presenters. Drawing from over a decade of experience teaching and refining presentation skills, we address a soft-skill gap in clinical and translational science training. The tutorial outlines four key topics: (1) identifying your scientific story, (2) using effective slide design, (3) presenting data, and (4) delivering your presentation. These lessons, developed through extensive seminars and individual coaching at various academic institutions, enable researchers to enhance communication and audience engagement across presentation formats. Our approach, informed by cognitive processing and data visualization principles, has adapted to the new reality of virtual and hybrid presentations. This work contributes practical insights for optimizing presentation skills in this changed communication landscape. By offering actionable recommendations derived from real-world experience, this tutorial provides valuable guidance for science trainees, junior faculty, and established researchers across disciplines. It aims to equip readers with the necessary tools to deliver compelling scientific presentations in any format, advancing effective academic discourse in an era where virtual and hybrid presentations have become the norm.

Mentorship of Junior Surgical Faculty Across Academic Programs in Surgery

Because mentorship is critical for professional development and career advancement, it is essential to examine the status of mentorship and identify challenges that junior surgical faculty (assistant and associate professors) face obtaining effective mentorship. To evaluate the mentorship experience for junior surgical faculty and highlight areas for improvement. This qualitative study was an explanatory sequential mixed-methods study including an anonymous survey on mentorship followed by semistructured interviews to expand on survey findings. Junior surgical faculty from 18 US academic surgery programs were included in the anonymous survey and interviews. Survey responses between "formal" (assigned by the department) vs "informal" (sought out by the faculty) mentors and male vs female junior faculty were compared using χ2 tests. Interview responses were analyzed for themes until thematic saturation was achieved. Survey responses were collected from November 2022 to August 2023, and interviews conducted from July to December 2023. Mentorship from formal and/or informal mentors. Survey gauged the availability and satisfaction with formal and informal mentorship; interviews assessed broad themes regarding mentorship. Of 825 survey recipients, 333 (40.4%) responded; 155 (51.7%) were male and 134 (44.6%) female. Nearly all respondents (319 [95.8%]) agreed or strongly agreed that mentorship is important to their surgical career, especially for professional networking (309 respondents [92.8%]), career advancement (301 [90.4%]), and research (294 [88.3%]). However, only 58 respondents (18.3%) had a formal mentor. More female than male faculty had informal mentors (123 [91.8%] vs 123 [79.4%]; P = .003). Overall satisfaction was higher with informal mentorship than formal mentorship (221 [85.0%] vs 40 [69.0%]; P = .01). Most male and female faculty reported no preferences in gender or race and ethnicity for their mentors. When asked if they had good mentor options if they wanted to change mentors, 141 (47.8%) responded no. From the interviews (n = 20), 6 themes were identified, including absence of mentorship infrastructure, preferred mentor characteristics, and optimizing mentorship. Academic junior surgical faculty agree mentorship is vital to their careers. However, this study found that few had formal mentors and almost half need more satisfactory options if they want to change mentors. Academic surgical programs should adopt a framework for facilitating mentorship and optimize mentor-mentee relationships through alignment of mentor-mentee goals and needs.

Proceedings of the 2024 Third Annual ASTCT-NMDP ACCESS Initiative Workshop

The Third Annual Workshop of the American Society for Transplantation and Cellular Therapy (ASTCT) and National Marrow Donor Program (NMDP) ACCESS Initiative occurred on July 23 and 24, 2024. Content from the workshop is provided to inform the hematopoietic cell transplantation (HCT) and cellular therapy (CT) ecosystem about progress and direction of the collaborative. Highlights from the meeting are reviewed, including the inaugural Corporate Roundtable and Advocacy Day, new partnerships with non-profit organizations, and updates on projects from the Awareness, Poverty and Race and Ethnicity Inequity Committees. In addition, the Junior Faculty and Trainee Immersion Program-sponsored efforts in workforce diversity and physician advocacy are also presented. Lastly, continued education was provided on patient and caregiver participation as well as community engagement. As it enters its third year, the ASTCT-NMDP ACCESS Initiative will transition from foundation-building as a grass roots collaborative to intentional impact in reducing barriers and improving outcome disparities for all patients in need of HCT/CT. Enthusiasm for and participation in the ACCESS Initiative remain high and both are needed to sustain progress in achieving its goal in enabling all patients in need to receive HCT/CT.

Revolutionizing Medical Education in Pakistan: Enhancing Junior Faculty Performance with Multisource Feedback Using A Mini-Pat at A Public Sector Medical College of Punjab, Pakistan

Objective: To checking the workplace-based assessment of the junior faculty members (demonstrators) by multisource feedback through a modified form of the mini-pat questionnaire. Study Design: Cross-sectional Study. Place and Duration of the Study: Gujranwala Medical College, Gujranwala Pakistan, Dec till Dec 2023. Methodology: A validated modified form of Mini pat questionnaire was filled by the staff members regarding feedback of junior faculty members (Demonstrators) after obtaining informed consent from them. A convenient sampling technique was used. For one demonstrator, six different members of the same department gave feedback to the Department of Medical Education (DME). All methods were carried out following relevant guidelines and regulations. Results: A total of 228 questionnaires were filled by 46 assessors. Means ± standard deviations of the scores were calculated. Written/Electronic communication with colleagues was given the lowest mean value of 3.09±0.78 while reliability (trustworthy/devoted/dependable) was given the highest mean value of 3.20±0.69. The association of the means of the responses was also checked with gender by independent sample t-test but none of the responses was found significantly associated with gender. Conclusion: Hence it is concluded that workplace-based assessment of the junior faculty members by multisource feedback is the new form of assessment which shows multiple aspects of assessing a worker which reduces bias.

Mock Board Exam Writing Groups in Physician Assistant Education: A Method to Enhance Curriculum and Mentor Junior Faculty.

Ensuring students are prepared for the Physician Assistant National Certification Exam (PANCE) is an institutional priority for all physician assistant programs. While many factors predicting PANCE performance have been investigated, exploration and discussions of interventions to improve PANCE performance are limited. Repeated exposure to board-style questions has been shown to improve board scores in similar populations. Currently, existing question banks cannot be used to generate secure summative examinations, and commercial question banks may perpetuate inequitable access among physician assistant (PA) students. To address this issue, the University of Oklahoma Physician Assistant program used a community of practice model to create a mock board exam writing group. The group was created to facilitate the development of 9 PANCE-style exams to bolster students' clinical preparedness and PANCE performance. These writing groups also provided a platform for junior faculty to receive feedback and guidance from senior colleagues, thus facilitating and promoting mentorship. This article highlights the potential benefits of mock board exam writing groups in PA education and provides insight into their development and implementation.

Unleashing generative AI: funding implications and insights from China

ABSTRACT The funding of scientific research is a critical concern for universities. Although the peer-review grants system promotes competition and research excellence, it is resource-intensive and disadvantageous for junior faculty members. Conversely, the block grants system offers an alternative, enabling universities to nurture talent and sustain long-term research. The rise of generative artificial intelligence (GAI) is transforming university research and intensifying funding competition, necessitating a re-evaluation of the balance between peer-review and block grants systems. This paper advocates for a mixed funding system, with a greater emphasis on the block grants system, to establish an effective approach in supporting diverse research pursuits in the GAI era. By recalibrating the balance between peer-review and block grants, this proposed system aims to alleviate administrative burdens while providing a dependable foundation for early-career scholars. However, empirically substantiating this argument is challenging due to the recent emergence of GAI with insufficient data. To address this, we examine China’s science and technology system, which has recently experienced a significant increase in research grant applications. This case study offers insights into GAI’s potential effects on research funding. Our analysis contributes to the ongoing debate on optimal research funding strategies in the face of rapid technological change.

Open Access: Opening or Closing Doors for Junior Faculty?

The Open Access movement has transformed the landscape of medical publishing. Federal regulations regarding Open Access have expanded in the USA, and journals have adapted by offering a variety of Open Access models that range widely in cost and accessibility. For junior faculty with little to no funding, navigating this ever-changing landscape while simultaneously balancing the pressures of publication and promotion may present a particular challenge. Open Access provides the opportunity to amplify the reach and impact of scientific research, yet it often comes at a cost that may not be universally affordable. In this perspective, we discuss the impact of Open Access through the lens of junior faculty in general internal medicine. We describe the potential benefits and pitfalls of Open Access on junior faculty with a focus on research dissemination and cost. Finally, we propose sustainable solutions at the individual and systems-level to help navigate the world of Open Access to promote career growth and development.

The power of junior faculty mentoring committees.

Junior faculty mentoring committees have important roles in ensuring that faculty thrive and adjust to their new positions and institutions. Here, we describe the purpose, structure, and benefits of junior faculty mentoring committees, which can be a powerful tool for early-career academic investigators in science, technology, engineering, mathematics, and medical (STEMM) fields. There is a paucity of information about what mentoring committees are, how to use them effectively, what areas they should evaluate, and how they can most successfully help junior faculty progress in their careers. This work offers guidance for both junior faculty mentees and mentoring committee members on how to best structure and utilize mentoring committees to promote junior faculty success. A better understanding of the intricacies of the mentoring committee will allow junior faculty members to self-advocate and will equip committee mentors with tools to ensure that junior faculty are successful in thriving in academia.

Telehealth Research and Innovation for Veterans with Cancer: the THRIVE Center.

In recent years the US health-care system has witnessed a substantial increase in telehealth use. Telehealth enhances health-care access and quality and may reduce costs. However, there is a concern that the shift from in-person to telehealth care delivery may differentially improve cancer care access and quality in certain clinical settings and for specific patient populations while potentially exacerbating disparities in care for others. Our National Cancer Institute-funded center, called Telehealth Research and Innovation for Veterans with Cancer (THRIVE), is focused on health equity for telehealth-delivered cancer care. We seek to understand how social determinants of telehealth-particularly race and ethnicity, poverty, and rurality-affect the use of telehealth. THRIVE draws from the Health Disparities Research Framework and the Consolidated Framework for Implementation Research. THRIVE consists of multiple cores that work synergistically to assess and understand health equity for telehealth-delivered cancer care. These include the Administrative Core, Research and Methods Core, Clinical Practice Network, and Pragmatic Trial. As of October 2023, we identified and trained 5 THRIVE scholars, who are junior faculty beginning a research career. We have reviewed 20 potential pilot studies, funding 6. Additionally, in communication with our funders and advisory boards, we have adjusted our study design and analytic approach, ensuring feasibility while addressing our operational partners' needs. THRIVE has several key strengths. First, the Veterans Health Administration's health-care system is large and diverse regarding health-care setting type and patient population. Second, we have access to longitudinal data, predating the COVID-19 pandemic, about telehealth use. Finally, equitable access to high-quality care for all veterans is a major tenet of the Veterans Health Administration health-care mission. As a result of these advantages, THRIVE can focus on isolating and evaluating the impact of social determinants of telehealth on equity in cancer care.

Protocol-in-a-Day Workshop: Expediting IRB Approval for Junior and Senior Faculty.

Delays in research protocol development may be a single factor that hinders the career progression of academic faculty. Structured educational guidance during this phase proves crucial in mitigating setbacks in Institutional Review Board (IRB) approval and expediting trial implementation. To address this, the Protocol-in-a-Day (PIAD) workshop, a comprehensive 1-day event involving members from six critical facets of RO clinical trial implementation, was established, offering significant input to individual protocols. Efficacy and satisfaction of the PIAD workshop were assessed through a 5-question survey and the average time from submission to IRB initial approval. The normality of the data was analyzed using the Shapiro-Wilk Test. Nonparametric data was analyzed using a Mann-Whitney U test for significance. A total of 18 protocols that went through the PIAD workshop were activated. The mean time to IRB approval for protocols that went through PIAD was 39.8 days compared to 58.4 days for those that did not go through the PIAD workshop. Based on survey results, 100% of PIAD participants said the PIAD workshop was useful and 94% of participants stated that the PIAD workshop improved the overall quality of their protocol. Participant surveys further highlighted substantial improvements in trial quality, language, and statistical design and revealed that all participants found the workshop helpful. Therefore, both junior and senior faculty benefitted from this educational program during protocol development, as both groups demonstrated shorter times to IRB approval than non-participants. This acceleration not only fosters efficient trial implementation but also supports academic faculty in their career development.

Faculty Development Program and the Outcome of Academic Development

Background: Faculty Development Programs (FDPs) aim to improve the academic careers of faculty members. This study was designed to assess the attitudes of faculty members and the impact of FDP on their academic improvement. Methods: 12 faculty members took part in the research from 2016 to 2019. Using a Delphi method, an open secure questionnaire was provided to 12 junior faculty members in the Department of Anesthesia, Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran. Then, the keywords of the latter were analyzed, leading to a 32-item closed-answer questionnaire, filled out by the same participants. Also, the impact of the study was assessed using bibliometric improvement indices. Results: Both the response rate and participation rate were 100%. Approximately all the participants considered FDP an advantageous and promising academic program. 65 percent of the participants had academic improvement, from “Assistant Professor” to “Associate Professor” rank. Besides, the cumulative number of citations to the participants had a 16.2 times improvement. Both latter results were significantly higher than the mean improvement of the cohort faculty members in the DACC, SBMU. Conclusion: Faculty members of DACC, SBMU had positive attitudes towards FDP and described it as “a well-designed multilateral academic teamwork, thriving ethical, educational, managerial and research-related capacities”. Also, objective improvement in some academic indices was observed. In many academic environments including developing countries, FDPs are effective scientific investment methods.

Committed to Success: A Structured Mentoring Program for Clinically Oriented Physicians

ObjectiveTo examine impacts of a structured mentorship committee program on academic promotion and participant perceptions because impacts of formal mentorship programs for clinical faculty are unknown. Participants and MethodsThis prospective cohort study at a Midwestern Veterans Affairs tertiary care system from December 17, 2019 to December 31, 2022 included clinical track faculty in the Medicine Service below the rank of Clinical Associate Professor. Mentoring meetings (mentee, committee chair, and mentors) were generally held twice annually. All participants were surveyed after each meeting (response rate: 100%). ResultsAll 23 of 23 (100%) eligible faculty were enrolled as mentees, and 49 distinct meetings occurred. Three (13%) mentees were promoted, and the remaining 20 (87%) continued in the program. Mean scores (SD), scaled 1 (strongly disagree) to 5 (strongly agree), for mentors and mentees were 4.71 (0.51) and 4.80 (0.54) for “effective use of my time”; 4.58 (0.64) and 4.37 (0.49) for “appropriate progress since last meeting”; 4.52 (0.66) and 4.31 (0.64) for “program increased my work satisfaction”; and 4.07 (0.96) and 3.75 (0.92) for “program reduced my work burnout,” respectively. ConclusionClinically oriented physicians viewed the program positively. It appeared to help junior faculty get promoted and led to improved work satisfaction and reduced burnout.

A national virtual job search series for neonatal-perinatal medicine fellows

BackgroundA standardized approach to prepare trainees for the job search has not been described. The objective of this study was to describe and evaluate an educational series on the job search for Neonatal-Perinatal Medicine (NPM) fellows and identify participants’ job search knowledge gaps.MethodsDuring the 2020–2021 academic year, we created a virtual, seven-part job search series for NPM fellows that required no funding. The series has been repeated annually. We use REDCap surveys to register participants, collect baseline/demographic information, and evaluate the series’ impact at the beginning and end of the job search timeline.ResultsIn the 2021–2022 academic year, 290 individuals registered for the series, and 89% completed the baseline/demographic survey. The majority were NPM fellows (89%). Early career neonatologists, NPM hospitalists, and pediatric residents also utilized the series (11%). Less than 25% reported being “knowledgeable” or “very knowledgeable” of core job search components, including the timeline of the job search, contract negotiation, and the general roles and responsibilities of junior faculty. Of those who completed the final job search survey and underwent a job search (60%, 97 of 162), the majority (86%) felt that career planning during training was stressful and believed that job search preparation should be structured into the NPM fellowship curriculum (81%). Many felt that the Job Search Series was helpful in elucidating components of the job search.ConclusionsWe identified several knowledge gaps in NPM fellows’ understanding of how to find, prepare for, and negotiate their first post-training job. We strongly believe these knowledge gaps are not unique to NPM fellows and that all graduate medical education trainees would benefit from a similar, easy-to-implement, no-cost series.

SIGecom Job Market Candidate Profiles 2024

This is the ninth annual collection of profiles of the junior faculty job market candidates of the SIGecom community. The twenty seven candidates for 2024 are listed alphabetically and indexed by research areas that define the interests of the community. The candidates can be contacted individually, or collectively via the moderated mailing list ecom-candidates2024@acm.org. Shortly before publishing these candidate profiles, we received the shocking news that one of the candidates from this collection, Orestis Papadigenopoulos, unexpectedly passed away. Apart from a great researcher, Orestis was a very kind, pleasant, and fun person and will be sorely missed. His profile remains in this collection in his memory, despite his untimely passing.

Market Design Job Market Candidate Profiles 2024

Inspired by the SIGecom Exchanges' annual survey of job market candidates, 1 this is the fourth annual collection of profiles of the junior faculty job market candidates of the market design community. The eleven candidates are listed alphabetically. Along with information regarding the candidate's bio, job market paper, other representative papers, and short research summary, each profile also contains links to the candidate's homepage and CV. We dedicate this effort in memory of all the innocents who were murdered or otherwise harmed in the terrorist attack on Israel on Oct 7, and all the innocents who were killed or otherwise harmed in its ongoing aftermath, and with the hope that all those abducted---children, women, and men---will be back home by the end of this job market season.

A Peer Mentoring Program for Faculty Development in Presentation Skills

Junior faculty are often called upon to deliver high-stakes large-group presentations. Training in the skills needed to do this effectively is often lacking. We devised a 1.25 h coaching program. The coach analyzed a practice run of the presentation using a locally developed assessment tool. Areas covered included public speaking skills, promoting learner understanding and retention, creating a dynamic learning climate, and optimal use of slides. COVID-19 necessitated a switch to virtual coaching, and we studied the impact of virtual vs. in-person coaching. We added two additional coaches and studied the transferability of the coaching component. There was high uptake of the offered coaching. Participant surveys showed improved comfort levels with large-group presentations; had a sense that their presentation skills had improved; showed an increased likelihood of volunteering for future speaking opportunities; and were likely to recommend the program. Comparisons between virtual and in-person coaching showed no statistical difference, and there was little difference between the original coach and the subsequent two coaches. Qualitative assessments revealed broad areas in which faculty felt the program had been most impactful. The coaching program was well-received and resulted in concrete positive changes in presenter behavior. Conducting the coaching in a virtual manner may increase the feasibility of the intervention, as would expanding the coach pool.

Experiences of junior dental faculty transitioning from clinician to educator.

Dental faculty enter academia, after a career in practice or directly from school, without any formal education training. Faculty development programs have been designed based on survey needs assessments, but not on in-depth descriptions of junior faculty transition experiences. The purpose of this research project is to describe the transition experiences of dental faculty from clinician to educator within the last 5 years. A qualitative multiple case study approach from an emic perspective was used. An emic approach is an analysis from the perspective of one who participates in the group being studied. Data were collected through semi-structured interviews with 12 junior dental faculty. Thematic analysis identified common themes in the data through the lens of the social cognitive career theory. Three salient themes were extracted from the data: guidance, job satisfaction, and motivating factors. Guidance was the main theme with participants revealing their need for more formal preparation regarding teaching, formal mentorship, and career progression goals. Participants find academia highly rewarding, and a unique finding was that physical injury was a major factor to entering academia. This study reveals that junior dental faculty members feel unprepared for their teaching role and highlights the benefits of mentorship in helping them develop their vocational goals and advance their careers. This study illuminates why clinicians choose to leave clinical practice, the preparation they receive, the areas in which they feel unprepared, and how they develop their teaching skills. These insights can help academic institutions better support their faculty and improve student learning outcomes.