满足即将退休的教师在职业生涯晚期的需求：一所机构的方法。

Meeting the Late-Career Needs of Faculty Transitioning Through Retirement: One Institution's Approach.

机构信息

J.M. Cain is professor of obstetrics & gynecology and radiation oncology and director of faculty talent management, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, Massachusetts. M.E. Felice is professor of pediatrics and obstetrics & gynecology and retired department chair of pediatrics, University of Massachusetts Medical School, Worcester, Massachusetts. J.K. Ockene is associate vice provost for gender and equity, professor of medicine, and chief, Division of Preventive and Behavioral Medicine, University of Massachusetts Medical School, Worcester, Massachusetts. R.J. Milner is professor of neurology and associate vice provost for professional development, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, Massachusetts. J.L. Congdon is administrative manager, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, Massachusetts. S. Tosi is associate professor of urology, University of Massachusetts Medical School, and senior vice president and chief medical officer, University Medical Group, University of Massachusetts Memorial Health System, Worcester, Massachusetts. L.E. Thorndyke is professor of medicine and vice provost for faculty affairs, University of Massachusetts Medical School, Worcester, Massachusetts.

出版信息

Acad Med. 2018 Mar;93(3):435-439. doi: 10.1097/ACM.0000000000001905.

DOI:10.1097/ACM.0000000000001905

PMID:28953562

Abstract

PROBLEM

Medical school faculty are aging, but few academic health centers are adequately prepared with policies, programs, and resources (PPR) to assist late-career faculty. The authors sought to examine cultural barriers to successful retirement and create alignment between individual and institutional needs and tasks through PPR that embrace the contributions of senior faculty while enabling retirement transitions at the University of Massachusetts Medical School, 2013-2017.

APPROACH

Faculty 50 or older were surveyed, programs at other institutions and from the literature (multiple fields) were reviewed, and senior faculty and leaders, including retired faculty, were engaged to develop and implement PPR. Cultural barriers were found to be significant, and a multipronged, multiyear strategy to address these barriers, which sequentially added PPR to support faculty, was put in place. A comprehensive framework of sequenced PPR was developed to address the needs and tasks of late-career transitions within three distinct phases: pre-retirement, retirement, and post-retirement.

OUTCOMES

This sequential introduction approach has led to important outcomes for all three of the retirement phases, including reduction of cultural barriers, a policy that has been useful in assessing viability of proposed phased retirement plans, transparent and realistic discussions about financial issues, and consideration of roles that retired faculty can provide.

NEXT STEPS

The authors are tracking the issues mentioned in consultations and efficacy of succession planning, and will be resurveying faculty to further refine their work. This framework approach could serve as a template for other academic health centers to address late-career faculty development.

摘要

问题

医学院校的教职员工正在老龄化，但很少有学术健康中心有足够的政策、项目和资源（PPR）来帮助职业生涯后期的教职员工。作者试图研究成功退休的文化障碍，并通过 PPR 使个人和机构的需求和任务保持一致，该 PPR 既可以接受资深教职员工的贡献，又可以在马萨诸塞大学医学院实现退休过渡，时间跨度为 2013 年至 2017 年。

方法

对 50 岁或以上的教职员工进行了调查，对其他机构的项目和来自多个领域的文献进行了回顾，并邀请资深教职员工和领导，包括退休教职员工，参与制定和实施 PPR。研究发现文化障碍是显著的，因此采取了多管齐下、多年的策略来解决这些障碍，逐步增加了支持教职员工的 PPR。开发了一个综合的、分阶段的 PPR 框架，以满足职业生涯后期过渡的需求和任务，分为三个不同阶段：退休前、退休中和退休后。