L.K. Vande Vusse is assistant professor, Department of Medicine, Division of Pulmonary, Critical Care and Sleep Medicine, University of Washington School of Medicine, Seattle, Washington; ORCID: http://orcid.org/0000-0003-3051-2448 .
H.F. Ryder is associate professor, Department of Medicine, Medical Education and The Dartmouth Institute, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire.
Acad Med. 2021 Jul 1;96(7):967-973. doi: 10.1097/ACM.0000000000003938.
The ongoing novel Coronavirus disease 2019 (COVID-19) pandemic has created many threats as well as opportunities for the career development of physicians-in-training. Institutional responses to the demand for patient care reduced the time many residents have to pursue clinical electives, scholarship projects, and other experiences meant to clarify and advance their personal and professional goals. Moreover, many academic medical centers experienced profound fiscal losses that require thoughtful revisions to budgets and curricula. In this article, the authors recommend strategies for residency programs to mitigate these losses and capitalize on growth in virtual education, scholarship opportunities, and relationships arising from the pandemic. Drawing from career development guidelines from the National Career Development Association and existing literature about factors associated with positive career outcomes, the authors suggest leadership roles, curricula, and events that training programs can quickly and inexpensively implement to help residents grow as professionals, achieve personal training goals, produce scholarship, and attain future employment. To help trainees manage their careers, the authors recommend structured mentorship and education in career pathways and the preparation of job application materials. To foster attainment of specific knowledge and cultivate lifelong learning, the authors recommend leveraging existing resources to provide time, funding, academic coaching, and skills training for scholarship projects. To promote development of effective work relationships and community, the authors recommend appointment of a faculty champion for career advancement, scholarship showcases, attendance at virtual journal clubs, and networking through social media outlets. These recommendations for supporting career advancement may apply to early career faculty development as well as undergraduate and postgraduate medical education beyond the pandemic era. Outcomes studies will be needed to evaluate the impact of these recommendations.
正在持续的 2019 年新型冠状病毒病（COVID-19）大流行给医师培训生的职业发展带来了许多威胁和机遇。机构对患者护理需求的应对措施减少了许多住院医师从事临床选修课程、奖学金项目和其他旨在明确和推进个人和专业目标的经验的时间。此外，许多学术医疗中心经历了深刻的财政损失，这需要对预算和课程进行深思熟虑的修订。在本文中，作者建议住院医师培训计划采取策略来减轻这些损失，并利用虚拟教育、奖学金机会和大流行带来的关系的增长。作者借鉴了国家职业发展协会的职业发展指南和与积极职业成果相关的现有文献，建议培训计划可以迅速、廉价地承担领导角色、课程和活动，以帮助住院医师成长为专业人士、实现个人培训目标、产生奖学金并获得未来的就业机会。为了帮助学员管理他们的职业，作者建议提供结构化的指导和职业途径教育，并准备求职申请材料。为了促进特定知识的获取和培养终身学习，作者建议利用现有资源为奖学金项目提供时间、资金、学术指导和技能培训。为了促进有效的工作关系和社区的发展，作者建议任命一名职业发展的教师冠军、举办奖学金展示会、参加虚拟期刊俱乐部，并通过社交媒体渠道建立联系。这些支持职业发展的建议可能适用于早期职业教师的发展以及本科和研究生医学教育，超出大流行时代。需要进行结果研究来评估这些建议的影响。
