Predictors of academic career progression among early career physician-scientists via an intensive research training program abroad: a case study.

BACKGROUND: Despite extensive efforts to revitalize the physician-scientist pipeline, attrition has been observed along the physician-scientist developmental pathway. Research exposure during clinical training is considered an important factor favoring the decision to pursue an academic career pathway. METHODS: The authors sought to identify factors associated with academic career progression among junior physician-scientists following the completion of an intensive research training program, using the framework of the Social Cognitive Career Theory (SCCT), to benefit the design of efforts to revitalize the physician-scientist career pipeline. We conducted a retrospective study of 108 physicians who completed a long-term research training program abroad during residency, or within a few years post-residency completion, between 2010 and 2017. With potential predictors of academic career progression prioritized by SCCT, multivariable logistic regression was used to identify predictors of sustained research involvement, high productivity and high research competency after training, respectively. The SCCT was used to illuminate our findings. RESULTS: Co-publications with training supervisors abroad and medical oncology/pediatric oncology as a clinical specialty were positively associated with sustained research involvement and high productivity. Joining the training program after the age of 36 was negatively associated with high research competency. All of the predictors shared a common feature of high correlation with both self-efficacy and environmental elements, the reciprocal interactions of which may affect the career progression of physician-scientists. CONCLUSIONS: Insights gained through this analysis provide policy recommendations for the designing of efforts to revitalize the physician-scientist career pipeline. Priorities should be given to institutional oversight to ensure strengthened self-efficacy at the beginning of one's academic career, by providing long-term research training opportunities to young residents and promoting co-publications with their training supervisors during the training. In order to avoid the negative impact to self-efficacy caused by patient-related burnout or academic isolation, academic medical centers should take measures to guarantee protected research time, and to develop a positive culture encouraging mentoring relationships between junior and experienced physician-scientists in medical departments.

The role of doctoral-educated nurses in the clinical setting: Findings from a scoping review.

AIMS AND OBJECTIVES: To map and summarise published studies on the career opportunities and roles of doctoral-educated (PhD and DNP) nurses in the clinical setting; to collate actions as proposed in the literature to promote career opportunities and roles for PhD and DNP nurses in the clinical setting. BACKGROUND: To improve healthcare outcomes and strengthen leadership in nursing practice, there is the need to place nurses with a doctorate in clinical settings. However, available evidence has never been summarised to map the state of the science in this field. DESIGN: A scoping review, in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews statement (PRISMA-ScR). METHODS: An electronic database of literature was searched by accessing CINAHL Complete and Medline (on EBSCO Host) and SCOPUS to identify studies published between January 2009-December 2019. A thematic analysis was performed by identifying emerging patterns in the research questions. RESULTS: Ten studies were found with three types of clinical engagement: (a) a practice influencer/developer; (b) a clinical leader; and (c) a clinical teacher for students. Working in clinical areas, doctoral-educated nurses might influence several outcomes at the patient, research, staff and organisational levels. CONCLUSIONS: Clinical roles for doctoral-educated nurses are still uncommon. However, in the last ten years, a debate has started to identify the possible careers in clinical settings, the needs and the challenges encountered while developing clinical academic roles, as well as the outcomes and actions that should be undertaken. RELEVANCE TO CLINICAL PRACTICE: Academic nursing bodies, working with professional bodies and healthcare institutions at different levels, are called on to develop career frameworks, allowing the opportunity for doctoral-educated nurses to be involved in clinical practice and to influence its quality and performance; this might in turn lead to an increase in the quality of research.

To improve nursing home care in the wake of COVID-19, AGS calls for US government to focus on three critical areas.

In response to the U.S. Senate Committee on Finance's hearing on COVID-19 in the nation's nursing homes, the American Geriatrics Society (AGS) submitted a written statement for the record, calling on committee members to focus on three critical areas where attention can help achieve the AGS' vision for a future in which we can all contribute to our communities and maintain our health, safety, and independence as we age; and where older people have access to high quality, person-centered care informed by geriatrics principles. These three areas are: (1) investing in the U.S. direct care workforce, the backbone of our health and long-term care system; (2) increasing funding for geriatrics health professions programs under Title VII and ensuring that these programs are included in public health planning efforts; and (3) preparing for public health emergencies with attention to the needs of older Americans.

Mutual mentoring: Effect on faculty career achievements and experiences.

Introduction: In an ever-changing academic environment, the traditional model of one senior mentor is no longer sufficient to provide faculty with the interdisciplinary perspective needed for success. We adapted, implemented and examined an interschool/interprofessional Mutual Mentoring Program.Methods: Participants were expected to expand their mentoring networks, formulate career goals and achievement plans, and, achieve concrete career goal(s). Participants were offered a 1-year mentoring network grant. To examine short-term outcomes, we collected participants' lists of contacts and accomplished goals, and asked for immediate feedback on the program. To examine intermediate outcomes, we conducted 30-min interviews with participants after 1 year of participation. We used quantitative and qualitative approaches to analyze the data from four program cohorts.Results: Thirty-seven faculty participated throughout the four academic years. Participants reported 260 contacts made, and achieved goals related to academic products and outcomes. Eleven participants were interviewed and highlighted professional achievements, the power of the established networks, gained career resources, and the accomplishment of significant personal changes.Conclusions: This approach provides the type of multiple mentoring support that is necessary for today's academic climate for faculty to obtain their career goals, to demonstrate the institutional commitment to faculty success and to provide avenues for interdisciplinary connections.

Women and academic careers in obstetrics and gynaecology: aspirations and obstacles among postgraduate trainees - a mixed-methods study.

OBJECTIVE: To examine the relationship between gender and a career in academic medicine. DESIGN: Mixed-methods study. SETTING: Obstetrics-gynaecology postgraduate training programme in Paris, France. SAMPLE: Postgraduate trainees in obstetrics-gynaecology (n = 204). METHODS: Statistical analysis of quantitative survey data, thematic analysis of qualitative interview data and integrative analysis. MAIN OUTCOME MEASURES: Women's aspirations and obstacles related to their decision about a career in academic medicine. RESULTS: A career in academic medicine was envisaged by 13% of the women residents and 27% of the men (P = 0.01). Women reported receiving advice from a mentor less often than men (38.8% versus 52.9%, P = 0.002). Overall, 40.6% of women and 2.9% of men reported experiencing gender discrimination (P < 0.001). In response to the question 'Do you have doubts about your ability to pursue or succeed at an academic career?', 62.4% of the women and only 17.7% of the men answered yes (P < 0.001). The global analysis identified the following obstacles: persistent gender stereotypes that produce everyday sexism, lack of identification with male role models, lack of mentors, perceived discrimination, an ideal of professional excellence that is difficult to attain, constraining professional organisational norms, inequality between men and women in the domestic and family spheres, and finally self-censorship and important doubts about their ability to combine a demanding career and a fulfilling personal life. CONCLUSIONS: Women reported the desire to follow a career in academic medicine half as often as men. Improving the presence and visibility of role models for residents and combating workplace discrimination will address some of the barriers to women choosing a career in academic medicine. TWEETABLE ABSTRACT: Women obstetric trainees in France are only half as likely as men to envisage following an academic path.

Parenthood does not explain the gender difference in clinical position in academic medicine among Swedish, Dutch and Austrian physicians.

Studies have continuously shown that fewer women than men achieve leadership positions in academic medicine. In the current study we explored gender differences in clinical position among academic physicians at three university hospitals, each in a different European country. These countries, Sweden, the Netherlands and Austria, differ in terms of gender equality. We analyzed whether the number of children, working hours or publications could explain gender differences in physicians' clinical position. In this cross-sectional questionnaire study 1333 (54% female) physicians participated. Physicians were asked about their gender, age, number of children, working hours and clinical position. We used structural equation models to explore the influence of gender on the physicians' clinical position in each of the three countries. We explored whether the association between gender and clinical position could be explained by number of children, working hours or publication activity. The analyses revealed that at all three university hospitals gender influenced clinical position. These gender differences in clinical position could be partly explained by gender differences in publication activity. Female physicians as compared to male physicians were likely to publish fewer articles, and in turn these lower publication numbers were associated with lower clinical positions. The number of children or working hours did not explain gender differences in publication activity or clinical position. Therefore, factors other than unequal allocation of household labor, such as the academic working environment, may still disproportionately disadvantage women's progress, even at universities in countries with high rates of gender equality such as Sweden.

Structure and evaluation of a residency research program in a university hospital.

BACKGROUND: Most academic medical institutions lack a structured program that provides residents with an in-depth research training. The objectives of this paper are to describe a comprehensive residency research program at a university hospital, and to assess the pre- post-self-assessment of research capabilities of resident for the evaluation of the program. METHODS: The residency research program (RRP) was implemented in 2011 as an essential component of the residency program at the American University of Beirut Medical Center. Categorical residents are required to carry out a research project and go through all the steps of the research process from identifying a topic to writing a manuscript. As for evaluating the program, data were collected from residents who graduated between 2014 and 2016 using a questionnaire, which included the overall evaluation of the program, self-assessment on research-related tasks pre- and post- joining the program, as well as general recommendations. The mean scores on the five-point Likert scale were transformed into percentages (0-100%). The average was calculated and the difference in the means was reported. RESULTS: Overall, 103 residents from the different clinical departments were included in this study. Residents' self-assessment showed a 19.3% improvement in research-related tasks before and after completion of the RRP (P < 0.0001). Most of the residents have either published or are in the process of publishing their projects (34 and 55.3%, respectively). Time management was the most reported challenge. Generally, the program was evaluated positively. CONCLUSION: The RRP is a unique, well-structured program, encompassing residents from various clinical departments, which enhances residents' research capabilities.

Attitudes of pharmacy students towards scientific research and academic career in Saudi Arabia.

BACKGROUND: Academic research is an essential part of undergraduate and post graduate education to become qualified health care professionals. The objective of this study was to evaluate the attitudes of pharmacy students towards scientific research and/or academic careers in Saudi Arabia. METHODS: A cross-sectional survey based study was conducted among pharmacy students at King Saud University. A self-administered questionnaire was implemented over a period of 3 months (January to March 2018). RESULTS: A total of 223 students returned the survey. More than one third students (66.3%) agreed that participation in research increased their interest in pursuing a career in research/academic pharmacy. Most students (75.3%) were interested in participating research during the course of study and 73.6% believed that research training should be a compulsory part of teaching curriculum. In addition, more than half of students (54.5%) were interested in higher studies such as PhD after graduation. Most of students (70.3%) ranked lifestyle (73.6%) and earning potential (70.3%) as an important factor for them when choosing a specialty. CONCLUSIONS: Pharmacy students had positive attitudes towards research activities and they desired to be involved more in research publications. However, addressing the barriers and improving student participation will increase their interest in academic research.

Participation in a scientific pre-university program and medical students' interest in an academic career.

BACKGROUND: The proportion of medical doctors involved in research activities is declining. Undergraduate medical research programs are positively associated with medical students' research interest. Scientific pre-university programs (SPUPs) outside the medical domain are also positively associated with research interest, but have not been related to the shortage of clinician-scientists. This study examined the effect of an SPUP on medical students' research interest. METHODS: This study was conducted at a Dutch medical school. Medical students in all years who had participated in an SPUP and first-year master students who had not participated in an SPUP were invited to fill out an online survey on extracurricular activities and future career interests. SPUP participants were compared with three groups of non-participants: (i) an unmatched group, (ii) a group matched on gender and pre-university Grade Point Average (pu-GPA) and (iii) a group matched on gender and first-year GPA, one to five years after finishing the SPUP. Participants evaluated the SPUP through ratings of statements about the program. RESULTS: Two-hundred forty medical students, including 71 SPUP participants responded to the survey. SPUP participants participated significantly more often in the Honors class (i.e., extracurricular educational program for high-performing students), gained significantly more often extracurricular research experience, enrolled significantly more often in the Research master (i.e., research training program parallel to the clinical master program) and obtained significantly more often a scholarship than unmatched non-SPUP participants. Using a non-SPUP group matched on gender and pu-GPA reduced the effect size of the significant differences in Honors class participation, Research master participation and scholarship obtainment. Using a non-SPUP group matched on gender and first-year GPA rendered the significant difference in Research master participation and scholarship obtainment insignificant. Significantly more SPUP participants than unmatched non-SPUP participants preferred a combination of clinical care and research in their future career. Using a non-SPUP group matched on gender and either pu-GPA or first-year GPA did not change the effect size of this significant difference. CONCLUSIONS: These findings demonstrate the potential value of an SPUP in increasing the number of medical students with research interest and as a policy measure to help to alleviate the shortage of clinician-scientists.

Cocytus: Have you begun your descent?

The vast majority of trainees entering a fellowship express a sincere interest in pursuing an 'academic career'. However, even the most dedicated souls will find their own path toward that worthy goal fraught with a number of unanticipated hazards--any one of which could result in a fullstop of professional advancement. Of interest, many of the obstacles are actually self-imposed, usually buried within the subconscious self. Without guidance of how to recognize and address these shortcomings, abandonment of one's original career trajectory may be seriously considered, and often acted upon. By the time any one of us has completed training, taken the boards, and gotten to this inflection point, we are at least in our mid- to late-30s. What then, is there to do, about this looming phenomenon, whenever it may occur? Perhaps we can draw comfort from a historical figure who has been there, and done that. His journey embodies the value of mentoring in traversing the succession of personal perils that are commonplace in today's professional environment.

Quantifying the Educational History of the Endourological Society Fellowship Programs in the United States.

Introduction: We examined the history of the Endourological Society through the lens of its fellowship programs in the United States (U.S.). Methods: A review of the list of fellowship programs published annually in the Journal of Endourology from 1987 to 2015 allowed us to track the growth in fellowship programs over time. We reviewed the Endourological Society fellowship database and the websites for each of the fellowship programs for the names of graduates from each program. A survey was sent to each fellowship program director with a list of their graduates asking them to verify the names and to identify those graduates who had pursued a career in academic urology, and whether they had served as fellowship program director, residency program director or department chairperson. Seventeen of the 52 U.S. program directors (33%) responded to the survey. For those programs that did not respond to the survey each graduate's name was searched via Google, LinkedIn, and/or Doximity to determine if they had pursued a career in academic urology and served in a leadership position. Results: The number of U.S. Endourological Society fellowships has increased from 11 in 1987 to 52 in 2021. Five hundred and seventy-seven fellows have graduated from an Endourological Society Fellowship in the United States from 1987 to 2021. Two hundred and fifty fellows have pursued a career in academic urology (43.3%), 46 have served as fellowship program director (8.0%), 9 as residency program director (1.6%), and 13 have served as department chairperson (2.3%). Conclusions: The progress of the Endourological Society can be directly tied to the historical growth of its fellowship programs and the pursuit of an academic career by many of its graduates leading them to become the current and future educational leaders in the field.

Survey indicates addressing workplace environment, work-life balance, and flexibility are key to attracting and retaining veterinarians in academia.

OBJECTIVE: Referencing growing concerns over the recruitment and retention of faculty in academic veterinary medicine, the authors hypothesized that among surveyed veterinary residents and early-career faculty, work-life balance and workplace climate and culture are stronger motivators than financial considerations, regardless of demographic factors such as gender, race/ethnicity, and area of specialization. SAMPLE: 541 participants were included in data analysis. METHODS: A mixed methods approach was utilized, incorporating both quantitative data and qualitative, free-text responses to better understand veterinary career choices by contextualizing factors associated with academic medicine. RESULTS: Factors underpinning career-related decision-making were ranked by level of importance as (1) workplace environment/culture, (2) personal well-being/work-life balance, (3) salary and bonuses, (4) geographic location, (5) facilities and resources, (6) benefits, and (7) schedule flexibility. Desires for workload balance, schedule flexibility, support from leadership, and mentorship and collaboration were among the top themes of qualitative responses for both residents and early career faculty respondents. Factors influencing career decision-making for resident and early-career faculty are varied. Workplace environment, work-life balance, and schedule flexibility are areas that academic institutions can address and continue to improve and that are likely to positively impact entry into academia and the desire to stay. CLINICAL RELEVANCE: This study sought to understand factors related to career decision-making and interest in academic veterinary medicine among residents and early-career faculty. Understanding these factors can support efforts to recruit and retain faculty in academic veterinary medicine.

Association of Medical School Gap Year Research and Degree Programs With Otolaryngology Interview and Match Outcomes.

OBJECTIVE: To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. METHODS: Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. RESULTS: Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P < .01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P < .01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P < .01). No significant differences were seen in expenditures or match rates. CONCLUSIONS: Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes.

The effect of human resource development practice on employee performance with the mediating role of job satisfaction among Mizan Tepi University's academic staff in Southwestern Ethiopia.

Purpose: This study examined the effect of human resource development practices on employee performance, with job satisfaction as a mediating variable among academic staff at Mizan Tepi University. Methods: A standardized Likert-scale questionnaire was administered to academic staff members selected through stratified random sampling from eight colleges at Mizan Tepi University. Descriptive and inferential statistics, including a structural equation model and t-tests, were used for data analysis. Results: The study found a significant positive correlation between human resource development practices and employee performance. Job satisfaction was identified as a mediator between HRM practices and employee performance. Specific dimensions of human resource development practices, such as training and development, academic career development, teamwork spirit, and counseling, had significant effects on employee performance, with both positive and negative impacts observed. Additionally, academic career development, succession planning, and counseling were found to have a statistically significant positive effect on the academic staff at Mizan Tepi University. Conclusions: This study found that training and development, academic career development, teamwork, counseling, and job satisfaction significantly impact employee performance. The results of the regression analysis using the SEM model revealed that job satisfaction, training and development, and teamwork positively affect academic staff performance while negatively affecting academic career development and counseling. Academic career development, teamwork, counseling, and succession planning were found to have a positive effect on job satisfaction. The mediation analysis indicated that academic career development and counseling partially mediate employee performance, while succession planning fully mediates it. Therefore, focusing on training and development, performance appraisal, rewards, teamwork, academic career development, succession planning, and counseling is essential to enhancing job satisfaction among academic staff at Mizan Tepi University.

Women in urology: Gender differences in urologists' authorship in high impact journals.

BACKGROUND: The number of women among medical doctors and surgeons continues to rise. However, urology remains one of the least preferred specialties by female physicians, resulting in the inadequate academic representation of female urologists. In this study we examined changes in the representation of female urologists in the journals European Urology (EU) and Journal of Urology (JOU) and investigated in which urology subspecialties female urologists focus their academic studies. METHODS: Original articles, reviews and case reports published in EU and JOU were included in the study. The analysis was limited to 4 years, starting with 2004 and continuing at 5-year intervals until 2019.The publications were also classified according to urology subspecialty and geographic location. RESULTS: In total, 2708 articles were analysed. Overall, women accounted for 9.9% of first authors (267/2708) and 5.9% of senior authors (161/2708).The proportion of female first authors was 8.2% in 2004 and increased to 10.7% in 2009, 10.6% in 2014, and 11.6% in 2019 (P = 0.062). The proportion of female last authors was 7% in 2004 and 5.3%, 6.1%, and 2.5% in 2009, 2014, and 2019, respectively (P = 0.011). Women accounted for a significantly higher proportion of first authors than men in publications related to female and paediatric urology (P = 0.001 and P = 0.002, respectively). CONCLUSIONS: The increasing number of women urologists worldwide is not reflected in the scientific authorship of female urologists. Multicenter studies focusing on the elimination of gender disparity in academic representation are needed in surgical branches such as urology.

Developing an application for the UK Pre-Doctoral Clinical and Practitioner Academic Fellowship (PCAF): the collective experience of a community of physiotherapists.

For physiotherapists and other healthcare professionals, developing capability and expertise in research can be challenging. However, involvement in research is beneficial at organisational and individual levels, both for clinicians and patients. One way to embark on research is to apply for a personal fellowship such as the National Institute for Health and Care Research (NIHR) Pre-Doctoral Clinical Academic Fellowship (PCAF). While the NIHR has guidance on how to complete the application form, it can be difficult to implement this guidance and understand what a competitive application looks like. As a group of physiotherapists and academic supervisors, who have applied for NIHR PCAFs, what follows is a supportive resource, to inform others who might be thinking of applying. CONTRIBUTION OF PAPER.

How to Sabbatical Successfully (and Reinvigorate Your Career)?

Sabbaticals should be a main feature of every academic career. This article provides some personal insights from experience along with an analysis of the benefits to the home and host institutions. Furthermore, the paper includes extensive and easy-to-follow timelines and guides for one's own sabbatical. It is hoped that this article will expand the use of sabbaticals for everyone's benefit in academia.