Mandel Jess
University of California San Diego School of Medicine, La Jolla, California.
ATS Sch. 2020 May 26;1(2):101-109. doi: 10.34197/ats-scholar.2020-0005PS.
Over the past several decades, fewer faculty members at American medical schools have engaged in an equally balanced portfolio of clinical, research, and education efforts, and increasing numbers of faculty members have become more differentiated into physician-scientists or clinician-educators. Career paths among clinician-educators are quite variable, and aspiring clinician-educators are frequently unsure of how to maximize their chances for success in a clinician-educator academic pathway. In the author's opinion, the aspiring clinician-educator should seek to develop their skill set in four main areas. First, they must develop, become respected for, and maintain their clinical expertise, ideally becoming their institution's go-to person when those issues either arise clinically or require teaching to a group of learners. Second, they must actively work to develop outstanding teaching skills so that they can excel in teaching in a variety of formats, including lectures, small-group facilitation, and bedside instruction delivered in the context of clinical care. This generally requires engagement with faculty development programs both inside and outside one's institution. Third, the aspiring clinician-educator needs to develop the skills necessary to support ongoing scholarly activities, either in the educational realm or in their clinical focus. Finally, because most successful clinician-educators are thrust into leadership positions of some type, either in medical school courses or clerkships, residency or fellowship training programs, or for clinical programs of the division, department, or health system, the aspiring clinician-educator needs to develop as a competent administrator, seeking additional leadership training if possible.
在过去几十年里，美国医学院参与临床、研究和教育工作平衡组合的教员越来越少，越来越多的教员分化为医师科学家或临床教育工作者。临床教育工作者的职业道路差异很大，有抱负的临床教育工作者常常不确定如何在临床教育工作者的学术道路上最大限度地提高成功几率。在作者看来，有抱负的临床教育工作者应在四个主要领域培养自己的技能。首先，他们必须培养、获得认可并保持自己的临床专业知识，理想情况下，当临床出现这些问题或需要向一群学习者授课时，成为所在机构的首选人物。其次，他们必须积极努力培养出色的教学技能，以便能够在各种教学形式中表现出色，包括讲座、小组辅导以及在临床护理背景下进行的床边教学。这通常需要参与所在机构内外的教员发展项目。第三，有抱负的临床教育工作者需要培养支持持续学术活动所需的技能，无论是在教育领域还是在他们的临床重点方面。最后，由于大多数成功的临床教育工作者会被推到某种领导岗位，无论是在医学院课程或实习、住院医师或研究员培训项目中，还是在科室、部门或卫生系统的临床项目中，有抱负的临床教育工作者需要成长为一名有能力的管理者，如有可能，寻求额外的领导力培训。
