Ahn James, Martin Shannon K, Farnan Jeanne M, Fromme H Barrett
J. Ahn is assistant professor of medicine, Section of Emergency Medicine, Pritzker School of Medicine, University of Chicago, Chicago, Illinois. S.K. Martin is assistant professor of medicine, Section of Hospital Medicine, Pritzker School of Medicine, University of Chicago, Chicago, Illinois. J.M. Farnan is associate professor of medicine, Section of Hospital Medicine, Pritzker School of Medicine, University of Chicago, Chicago, Illinois. H.B. Fromme is associate professor of pediatrics, Department of Pediatrics, Pritzker School of Medicine, University of Chicago, Chicago, Illinois.
Acad Med. 2018 Feb;93(2):214-219. doi: 10.1097/ACM.0000000000001815.
Residency clinician-educator tracks have been created; however, they have generally been limited to a single discipline or program and experienced some challenges. The Graduate Medical Education Scholars Track (GMEST), an embedded longitudinal, multimodal, multidisciplinary clinician-educator track for residents, was piloted at the Pritzker School of Medicine, University of Chicago, in academic year 2014-2015.
The GMEST is a two-year experience completed during residency training. The goal is to prepare trainees for academic careers as clinician-educators with a focus on medical education scholarship. This track is designed for residents from diverse training programs with variable clinical schedules and blends a live interactive program, asynchronous instruction and discussion, and overarching multimodal mentorship in medical education. Participants are expected to complete a capstone medical education project and submit it to institutional, regional, and/or national venues.
Data gathered from the 2014-2016 and 2015-2017 cohorts demonstrated that 21/22 (95%) participants were satisfied with the GMEST curriculum, felt it was important to their development as future clinician-educators, and felt it would positively influence their ability to work in medical education. Further, 18/22 (82%) participants wished to pursue a career as a clinician-educator and in medical education leadership and/or scholarship.
The authors will longitudinally track graduates' future career positions, projects, publications, and awards, and cross-match and compare GMEST graduates with non-GMEST residents interested in medical education. Faculty mentors, program directors, and the Medical Education, Research, Innovation, Teaching, and Scholarship community will be asked for feedback on the GMEST.
住院医师临床教育工作者培养路径已经设立；然而，这些路径通常局限于单一学科或项目，并且遇到了一些挑战。研究生医学教育学者培养路径（GMEST）是针对住院医师的一种嵌入式纵向、多模式、多学科临床教育工作者培养路径，于2014 - 2015学年在芝加哥大学普利兹克医学院进行了试点。
GMEST是在住院医师培训期间完成的为期两年的经历。目标是使受训人员为从事临床教育工作者的学术职业做好准备，重点是医学教育奖学金。该培养路径针对来自不同培训项目、临床日程安排各异的住院医师设计，融合了现场互动项目、异步教学与讨论以及医学教育方面的总体多模式指导。参与者预计要完成一个顶点医学教育项目，并将其提交到机构、地区和/或国家层面的平台。
从2014 - 2016年和2015 - 2017年队列收集的数据表明，22名参与者中有21名（95%）对GMEST课程感到满意，认为该课程对他们未来成为临床教育工作者的发展很重要，并认为这将对他们从事医学教育工作的能力产生积极影响。此外，22名参与者中有18名（82%）希望从事临床教育工作者以及医学教育领导和/或奖学金方面的职业。
作者将纵向跟踪毕业生未来的职业岗位、项目、出版物和奖项，并将GMEST毕业生与对医学教育感兴趣的非GMEST住院医师进行交叉匹配和比较。将向教师导师、项目主任以及医学教育、研究、创新、教学和奖学金社区征求对GMEST的反馈意见。
