Connelly Maureen T, Sullivan Amy M, Chinchilla Manuel, Dale Margaret L, Emans S Jean, Nadelson Carol Cooperman, Notman Malkah Tolpin, Tarbell Nancy J, Zigler Corwin M, Shore Eleanor G
M.T. Connelly is assistant professor, Department of Population Medicine, Harvard Pilgrim Health Care Institute, and dean for faculty affairs, Harvard Medical School, Boston, Massachusetts. A.M. Sullivan is assistant professor, Department of Medicine, Beth Israel Deaconess Medical Center, and director for education research, Academy at Harvard Medical School, Boston, Massachusetts. M. Chinchilla is programmer analyst, Office for Faculty Affairs, Harvard Medical School, Boston, Massachusetts. M.L. Dale is former dean for faculty and research integrity, Harvard Medical School, Boston, Massachusetts. S.J. Emans is Mary Ellen Avery Professor, Department of Pediatrics, Harvard Medical School, chief, Division of Adolescent/Young Adult Medicine, director, Office of Faculty Development, and Robert Masland Jr. Chair in Adolescent Medicine, Boston Children's Hospital, Boston, Massachusetts. C.C. Nadelson is professor, Department of Psychiatry, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts. M.T. Notman is clinical professor, Department of Psychiatry, Cambridge Health Alliance, Harvard Medical School, Boston, Massachusetts. N.J. Tarbell is C.C. Wang Professor of Radiation Oncology, Department of Radiation Oncology, Massachusetts General Hospital, and dean for academic and clinical affairs, Harvard Medical School, Boston, Massachusetts. C.M. Zigler is assistant professor, Department of Biostatistics, Harvard School of Public Health, Boston, Massachusetts. E.G. Shore is senior consultant to the Office for Academic and Clinical Affairs and former dean for faculty affairs, Harvard Medical School, Boston, Massachusetts.
Acad Med. 2017 Aug;92(8):1160-1167. doi: 10.1097/ACM.0000000000001541.
Academic faculty experience barriers to career development and promotion. In 1996, Harvard Medical School (HMS) initiated an intramural junior faculty fellowship to address these obstacles. The authors sought to understand whether receiving a fellowship was associated with more rapid academic promotion and retention.
Junior faculty fellowship recipients and all other instructor and assistant professors at HMS between 1996 and 2011 were identified. Using propensity score modeling, the authors created a matched comparison group for the fellowship recipients based on educational background, training, academic rank, department, hospital affiliation, and demographics. Time to promotion and time to leaving were assessed by Kaplan-Meier curves.
A total of 622 junior faculty received fellowships. Faculty who received fellowships while instructors (n = 480) had shorter times to promotion to assistant professor (P < .0001) and longer retention times (P < .0001) than matched controls. There were no significant differences in time to promotion for assistant professors who received fellowships (n = 142) compared with matched controls, but assistant professor fellowship recipients were significantly more likely to remain longer on the faculty (P = .0005). Women instructors advanced more quickly than matched controls, while male instructors' rates of promotions did not differ.
Fellowships to support junior faculty were associated with shorter times to promotion for instructors and more sustained faculty retention for both instructors and assistant professors. This suggests that relatively small amounts of funding early in faculty careers can play a critical role in supporting academic advancement and retention.
学术教员在职业发展和晋升方面面临障碍。1996年，哈佛医学院（HMS）启动了一项校内初级教员奖学金计划以应对这些障碍。作者试图了解获得该奖学金是否与更快的学术晋升和留任有关。
确定1996年至2011年间HMS的初级教员奖学金获得者以及所有其他讲师和助理教授。作者使用倾向得分模型，根据教育背景、培训、学术职级、部门、医院附属关系和人口统计学特征为奖学金获得者创建了一个匹配的对照组。通过Kaplan-Meier曲线评估晋升时间和离职时间。
共有622名初级教员获得了奖学金。在担任讲师时获得奖学金的教员（n = 480）晋升为助理教授的时间比匹配的对照组短（P < .0001），留任时间更长（P < .0001）。与匹配的对照组相比，获得奖学金的助理教授（n = 142）在晋升时间上没有显著差异，但助理教授奖学金获得者在教员岗位上停留更长时间的可能性显著更高（P = .0005）。女讲师的晋升速度比匹配的对照组更快，而男讲师的晋升率没有差异。
支持初级教员的奖学金与讲师更快的晋升时间以及讲师和助理教授更长的留任时间相关。这表明在教员职业生涯早期相对少量的资金在支持学术进步和留任方面可以发挥关键作用。
