TY - JOUR
T1 - Providing Diverse Trainees an Early and Transparent Introduction to Academic Appointment and Promotion Processes
AU - Callahan, Edward J.
AU - Banks, Michael
AU - Medina, Jose
AU - Disbrow, Kenny
AU - Soto-Greene, Maria
AU - Sánchez, John P.
PY - 2017/12/20
Y1 - 2017/12/20
N2 - Introduction: The growth in number of medical schools and increased numbers of faculty tracks have combined with evolving criteria for promotion to trigger a call for greater transparency of academic appointment and promotion processes. Most vulnerable to confusion about these changes are first-generation and diverse medical students and residents, the upstream pipeline of the academic medicine workforce. Diverse medical students have expressed diminished interest in academia because of perceived obstacles in appointment and promotion processes. Methods: This workshop was designed to utilize didactics and career reflection exercises to help trainees learn: (1) how to define core terms related to academic appointment and promotion processes, (2) how to compare data elements for different CVs and portfolios, (3) common steps in submitting a promotion package, and (4) that they can immediately begin to document content for academic CVs, portfolios, and promotion packages. Results: One hundred forty-five diverse participants completed an evaluation at eight conferences across the U.S. More than 90% strongly agreed or agreed that the aforementioned objectives were met. Participants commented that the workshop was "illuminating," was "very informative," and "provided an inside look of how faculty are evaluated." Results showed an immediate impact on participants' self-reported confidence to negotiate appointment and promotion processes. Discussion: Increases in self-rated confidence to negotiate appointment and promotion processes may help sustain trainees' interest in becoming future faculty. Further monitoring will be needed to determine if early exposure to these concepts improves probability of seeking, obtaining, and maintaining appointments.
AB - Introduction: The growth in number of medical schools and increased numbers of faculty tracks have combined with evolving criteria for promotion to trigger a call for greater transparency of academic appointment and promotion processes. Most vulnerable to confusion about these changes are first-generation and diverse medical students and residents, the upstream pipeline of the academic medicine workforce. Diverse medical students have expressed diminished interest in academia because of perceived obstacles in appointment and promotion processes. Methods: This workshop was designed to utilize didactics and career reflection exercises to help trainees learn: (1) how to define core terms related to academic appointment and promotion processes, (2) how to compare data elements for different CVs and portfolios, (3) common steps in submitting a promotion package, and (4) that they can immediately begin to document content for academic CVs, portfolios, and promotion packages. Results: One hundred forty-five diverse participants completed an evaluation at eight conferences across the U.S. More than 90% strongly agreed or agreed that the aforementioned objectives were met. Participants commented that the workshop was "illuminating," was "very informative," and "provided an inside look of how faculty are evaluated." Results showed an immediate impact on participants' self-reported confidence to negotiate appointment and promotion processes. Discussion: Increases in self-rated confidence to negotiate appointment and promotion processes may help sustain trainees' interest in becoming future faculty. Further monitoring will be needed to determine if early exposure to these concepts improves probability of seeking, obtaining, and maintaining appointments.
KW - Academic Appointment and Promotion Processes
KW - Careers in Academic Medicine
KW - Diversity and Inclusion
KW - Faculty Development
UR - http://www.scopus.com/inward/record.url?scp=85070009670&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85070009670&partnerID=8YFLogxK
U2 - 10.15766/mep_2374-8265.10661
DO - 10.15766/mep_2374-8265.10661
M3 - Article
C2 - 30800861
AN - SCOPUS:85070009670
SN - 2374-8265
VL - 13
SP - 10661
JO - MedEdPORTAL : the journal of teaching and learning resources
JF - MedEdPORTAL : the journal of teaching and learning resources
ER -