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PubMed2006

A profile of female academic surgeons: training, credentials, and academic success.

The objective of this study was to determine the profile (credentials, training, and type of practice) of female academic general surgeons and factors that influenced their career choice. A survey was sent to female academic surgeons identified through general surgery residency programs and American medical schools. The women had to be Board eligible/certified by the American Board of Surgery or equivalent Board and have an academic appointment in a Department of Surgery. Data were analyzed using the SPSS program. Two hundred seventy women (age range, 32-70 years) completed the survey (98.9% response rate). Fellowships were completed by 82.3 per cent (223/270), most commonly in surgical critical care. There were 134 (50.2%, 134/367) who had two or more Board certificates, most frequently (46%, 61/134) in surgical critical care. Full-time academic appointments were held by 86.7 per cent of women, most as assistant professors, clinical track; only 12.4 per cent were tenured professors. The majority of women described their practice as "general surgery" or "general surgery with emphasis on breast." The most frequent administrative title was "Director." Only three women stated that they were "chair" of the department. The top reason for choosing surgery was "gut feeling," whereas "intellectual challenge" was the reason they pursued academic surgery. When asked "Would you do it again?", 77 per cent responded in the affirmative. We conclude that female academic surgeons are well trained, with slightly more than half having two or more Board certificates; that most female academic surgeons are clinically active assistant or associate professors whose practice is "general surgery," often with an emphasis on breast disease; that true leadership positions remain elusive for women in academic general surgery; and that 77 per cent would choose the same career again.

Adult↗
PubMed2000

Resident perception of academic skills training and impact on academic career choice.

OBJECTIVES: 1) To evaluate residents' perceptions of the quality of training in basic academic skills and the availability and quality of research resources during residency; 2) to evaluate the association between these attitudes and choice of an academic career; and 3) to assess residents' attitudes toward the importance of postgraduate fellowship training for success in an academic career. METHODS: A 15-item survey was administered to all U.S. emergency medicine (EM) residents in conjunction with the February 1997 American Board of Emergency Medicine (ABEM) In-service Examination. The survey assessed resident interest in a career in academic EM, and resident perception of the general quality of training in academic (research and teaching) skills. Residents were also asked to rate the quality of their training in the following specific academic skills: medical and grant writing, bedside teaching, lecturing, the use of computers, study design, statistics, and the use of audiovisual aids. Resident perceptions of the availability of the following resources were also assessed: teaching and research role models, data collection and analysis support, laboratory facilities, financial support of research, research fundamentals lectures, and computers. RESULTS: The response rate was 93%. Forty-four percent of the respondents were interested in academic EM, 36.6% were undecided, and 19.6% were not interested in an academic career. On a scale of 1 (unprepared) to 5 (well prepared), the residents rated their overall preparedness for an academic career fairly high (3.97 [0.86]). In contrast, they perceived the quality of their training in the specific academic skill areas assessed and research resource availability to be only fair. Despite resident perception of relatively inadequate training in basic academic skills, only 24% of the respondents indicated that they believed fellowship training was important for success in an academic career. Logistic regression analyses demonstrated that participation in a research project in medical school, the length of the training program (4- vs 3-year), being a first-year resident, and a better perception of one's overall academic skill preparation were factors independently associated with having a greater interest in an academic career. CONCLUSIONS: A relatively high percentage of residents initially express an interest in an academic career, but this interest wanes as residency progresses. A minority of residents believe that their training provides them with the specific skills needed to succeed in academics, or with adequate exposure to research resources or mentors. Emergency medicine may be able to increase the number of qualified academic faculty by recruiting medical students with prior research experience, and providing residents with better research training and role models.

Adult↗
PubMed1999

Subspecialty training and academic careers.

Subspecialty training in obstetrics and gynaecology in the UK was formulated following a report published in 1982 by a working party established by the Royal College of Obstetricians and Gynaecologists. One of the aims of subspecialization was to improve knowledge, practice, teaching and research. The three major subspecialties were maternal-fetal medicine, reproductive medicine and gynaecological oncology. The two minor subspecialties were urogynaecology and community gynaecology. Some of the requirements for training centres are adequate clinical workload, a programme which embodies teaching, training, research and audit, adequate staffing to support training; collaboration with related disciplines and a programme director responsible for supervision and training. Each programme has a well-defined syllabus. The recruitment is based on expected needs. A minimum 7 years is needed to complete the general and subspecialty training. There is a strong academic input in this training and it includes structured research training. Many of the individuals who complete the subspecialty training will take on national responsibilities and hence their clinical and research training is of the highest quality.

Education, Medical, Graduate↗
PubMed2006

A multi-institution, minimally invasive urological oncology fellowship: a critical assessment of the clinical training and academic benefits.

PURPOSE: We evaluated the clinical training and academic productivity of a unique minimally invasive urological oncology fellowship performed in 3-month rotations at 4 institutions. MATERIAL AND METHODS: With Georgia Cancer Coalition grant funding and institutional support a faculty urologist (JAB) completed 3-month fellowships at Thomas Jefferson University, Philadelphia in 2002, Indiana University, Indianapolis in 2003, Massachusetts General Hospital, Boston in 2003 and Henry Ford Hospital, Detroit in 2004. RESULTS: The trainee operated under the direction of 8 surgeons and assisted/observed another 5. Total operative experience was 355 cases, including 53 standard laparoscopic radical prostatectomies, 100 robotic assisted laparoscopic radical prostatectomies, 30 standard (including 13 donor) and 22 hand assisted laparoscopic nephrectomies, 6 nephroureterectomies, 14 partial nephrectomies, 3 renal cyst decortications, 12 pyeloplasties, 5 adrenalectomies, 2 hand assisted laparoscopic ureterolysis procedures, 1 laparoscopic partial and 1 radical cystectomy, hand assisted laparoscopic cystectomy, robotic cystectomy, 26 open and 2 laparoscopic retroperitoneal lymph node dissections, 5 complex open bladder surgeries, 6 complex open renal surgeries and approximately 24 endoscopic laser upper tract tumor cases. Post-fellowship sequential initiation of laparoscopic renal cancer (April 2002), prostatectomy (July 2003) and donor nephrectomy (November 2003) programs was accomplished at the home institution. Academic projects were completed during each fellowship phase with 43 presented abstracts and 2 book chapters, 2 non-peer reviewed articles and 12 peer reviewed articles published to date. CONCLUSIONS: A multi-institution fellowship allows serial acquisition and incorporation of a wide variety of cutting edge, minimally invasive and oncological procedures into an academic practice. It allows greater exposure to more high volume experts in varying oncological subspecialties. Clinical research and academic productivity are possible.

Clinical Competence↗
PubMed1967

Depth in training in academic pathology including teaching and research.

Excellent training in academic pathology, including research, results when teaching becomes the prime function of the scholars in an academic department. Teaching of postgraduates requires research and practice and furthermore requires excellence in these fields. A program designed to teach the postgraduates orientates the research and practice to this end rather than making these ends in themselves. A major aim of pathology is to explain at the cell level the mechanism of interaction between intrinsic and extrinsic factors resulting in the abnormality of cell function in disease. The traditional core training in tissue diagnosis develops the interest and ability to analyze the cell and its intracellular activities. To realize the relation of structure and function as the ultimate aim of pathology an intensive study of some of the collateral fields of cell chemistry, physiology, immunology and genetics must become a major part of the organized program.

Adult↗
PubMed1999

Decentralized didactic training for physician assistants: academic performances across training sites.

Decentralized training for the didactic portion of allied health programs has been assessed for its ability to increase the likelihood that graduates will practice in underserved areas. The question still remains whether these distant sites provide an education that is comparable to that offered at the main campuses. Exams and final grades for all classes over the course of five years at MEDEX Northwest in Seattle were compared to determine whether there was any major discrepancy between the main training location and the decentralized sites. With the exception of three individual cases, overall academic performances in all training sites were comparable. This suggests that programs employing some of the curricular and administrative controls in place at MEDEX Northwest can achieve a parity in education across their various training sites.

Alaska↗
PubMed1987

Some characteristics of academic departments of pathology in the United States. Implications for training of academic pathologists.

Data concerning the activities of faculty and various characteristics of academic departments of pathology were obtained from questionnaires returned by 94 chairmen and 1571 faculty members. Data concerning manpower that was the subject of a previous report indicated that the projected supply of MD pathologists for faculty positions was significantly less than the anticipated demand. This article describes the characteristics of academic departments, particularly the activities of faculty that have bearing on the training and expectations of pathologists who are seeking faculty positions.

Academic Medical Centers↗
PubMed1996

Academic and training requirements in advertisements for pharmacy management and clinical positions.

The academic and training requirements mentioned in advertisements for various pharmacy management and clinical positions were studied. Position advertisements appearing in five national pharmacy publications between January 1990 and December 1994 were analyzed for requirements or preferences for a particular pharmacy or other degree, postgraduate training (residencies and fellowships), board certification, and experience. The positions were classified as clinical pharmacist, clinical faculty member, pharmacy services manager, clinical manager, or academic manager. A total of 1052 position advertisements were eligible for analysis. Overall, 718 (68%) of the positions either required or preferred postgraduate training; graduates of ASHP-accredited residency programs were sought 10% of the time. Advanced degrees were specified for 934 (89%) of the positions--required for 581 (55%) and preferred for 353 (34%). No degree was specified for 98 (9%) of the positions. Only 20 (2%) of the advertisements indicated that the B.S. degree was a sufficient credential. Board certification was mentioned for 29 (3%) of the positions, although it was never required. Postgraduate pharmacy experience was often acceptable in lieu of advanced degrees and training. Pharmacy management and clinical positions advertised in national pharmacy publications tended to require or prefer residency or fellowship training and advanced degrees.

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