Loyola University Chicago, Stritch School of Medicine, Maywood, Illinois; the University of Texas Health Science Center, San Antonio, Texas; Virginia Commonwealth University, Inova Campus, Falls Church, Virginia; Carolinas Medical Center, Charlotte, North Carolina; the University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma; Touro College of Osteopathic Medicine Harlem, New York, New York; Women & Infants Hospital of Rhode Island, Division of Urogynecology, Providence, Rhode Island; University of Ottawa, Ottawa, Ontario, Canada; Cleveland Clinic South Pointe Hospital, Cleveland, Ohio; the University of Michigan, Ann Arbor, Michigan; UMDNJ-Robert Wood Johnson New Brunswick, New Brunswick, New Jersey; and the Robert Larner, MD, College of Medicine at the University of Vermont, Burlington, Vermont.
Obstet Gynecol. 2019 Sep;134(3):621-627. doi: 10.1097/AOG.0000000000003417.
The lack of a defined framework for advancement and development of professional identity as a medical educator may discourage faculty from pursuing or progressing through a career in academic medical education. Although career advancement has historically been linked to clinical work and research, promotion for teaching has not been supported at the same level. Despite potential challenges, a career in academic medicine has its share of rewards. This article by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee will describe how to develop as an academic medical educator in obstetrics and gynecology, providing tips on how to start, advance, and succeed in an academic career, and provide an overview of available resources and opportunities.
缺乏明确的框架来促进和发展医学教育者的专业身份，这可能会阻碍教师从事或发展学术医学教育的职业生涯。尽管职业发展历来与临床工作和研究相关，但教学方面的晋升并没有得到同等程度的支持。尽管存在潜在的挑战，但从事学术医学工作也有其回报。本文由妇产科教授本科医学教育委员会撰写，将描述如何在妇产科领域发展成为一名学术医学教育者，提供如何开始、晋升和在学术生涯中取得成功的技巧，并概述可用的资源和机会。
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