Blake Gregory H, Kemmet Rebecca K, Jenkins Justin, Heidel Robert E, Wilson Garland Anthony
University of Tennessee Knoxville Graduate School of Medicine - Family Medicine.
Department of Family Medicine, University of Tennessee Graduate School of Medicine, Knoxville, TN.
Fam Med. 2019 Oct;51(9):760-765. doi: 10.22454/FamMed.2019.109290.
Faced with a limited supply of applicants for faculty positions, increasing demands for residency faculty, and a growing number of programs, our program has increasingly filled ranks with recent residency graduates with broad scope but limited experience and training in academics. These early-career clinicians often require further mentorship as they seek advancement in clinical skills and development of teaching and scholarly activity skill sets.
To educate our recent residency graduates in teaching/scholarly activity skills, and to provide a career trajectory, we created a process to guide their maturation with milestones using the six core competencies from the Accreditation Council for Graduate Medical Education. The milestones consist of four levels of clinician/academician maturation. Each competence has goals and activities for each level of development. We validated the milestones using our physician faculty assessing time spent in academic medicine and academic rank.
Faculty of higher academic rank scored higher in all competencies than faculty of lower academic rank. Correlation between systems-based practice and years in academics demonstrated statistical significance, and all other categories showed nonsignificant associations.
The milestones are consistent with faculty academic development and career progression, and may serve as a guide for career advancement and as a guideline for professional progression for residency clinicians. Further testing for validation in other family medicine programs is necessary, but preliminary findings indicate this milestone project may be of service to our profession.
面对教员职位申请人供应有限、住院医师培训教员需求不断增加以及项目数量不断增多的情况，我们的项目越来越多地聘用近期毕业的住院医师来充实队伍，这些人知识面广，但在学术方面的经验和培训有限。这些处于职业生涯早期的临床医生在寻求临床技能提升以及教学和学术活动技能发展时，往往需要更多的指导。
为了对我们近期毕业的住院医师进行教学/学术活动技能培训，并提供职业发展轨迹，我们创建了一个流程，利用毕业后医学教育认证委员会的六项核心能力，通过设定里程碑来指导他们的成长。这些里程碑包括临床医生/院士成长的四个阶段。每项能力在每个发展阶段都有目标和活动。我们通过让医师教员评估在学术医学领域花费的时间和学术职称，对这些里程碑进行了验证。
学术职称较高的教员在所有能力方面的得分均高于学术职称较低的教员。基于系统的实践与学术年限之间的相关性具有统计学意义，而所有其他类别均显示无显著关联。
这些里程碑与教员的学术发展和职业晋升相一致，可作为住院医师临床医生职业晋升的指南以及专业发展的指导方针。有必要在其他家庭医学项目中进行进一步的验证测试，但初步结果表明，这个里程碑项目可能对我们的专业有所帮助。
