The Ohio State University Department of Surgery, Columbus, Ohio.
University of Florida, Jacksonville, Florida.
J Surg Educ. 2022 Jan-Feb;79(1):173-178. doi: 10.1016/j.jsurg.2021.06.018. Epub 2021 Jul 20.
Reward and recognition of surgical education as an academic activity remains a highly variable process between institutions. The goal of this study is to provide expert consensus definition of an academic surgical educator, with focus on criteria for academic promotion.
Following IRB approval, a Web-based modified Delphi process was used to generate prioritized academic promotion criteria for surgical educators.
Participants were recruited nationally from a pool of senior academic surgeons who are members of the Society of University Surgeons and the Society of Surgical Chairs.
Following a three-round modified Delphi process, the top domains of educational activity for promotion to associate professor and professor were scholarship, teaching, and administration; mentorship was also a priority category for promotion to professor. The top three activities described for promotion to Associate Professor were active participation in conferences/ departmental educational activities for medical students and residents; educational portfolio demonstrating commitment to activities as an educator; and clinical teaching excellence at their home institution. The three activities most highly scored items for promotion to Professor were mentorship of junior surgical educators; active participation in conferences/ departmental educational activities for medical students and residents; and a record of teaching excellence at the medical student and resident levels.
These findings demonstrate a progression from teacher to scholar to leader across a surgical educator's career, with each level incorporating and building upon the prior activities. Identification of categories and criteria may meaningfully inform best practices to be incorporated into the career development and promotion processes for surgeons on an educator academic pathway.
奖励和认可外科教育作为一项学术活动，在机构之间仍然是一个高度可变的过程。本研究的目的是提供学术外科教育家的专家共识定义，重点是学术晋升的标准。
在获得 IRB 批准后，采用基于网络的改良 Delphi 流程来生成外科教育家的学术晋升优先标准。
参与者是从大学外科医生协会和外科主席协会的资深学术外科医生中招募的，他们是全国性的。
经过三轮改良 Delphi 流程，晋升副教授和教授的教育活动的主要领域是学术、教学和管理；指导也是晋升教授的优先类别。晋升副教授的前三项活动是积极参与医学学生和住院医师的会议/部门教育活动；教育投资组合展示对教育者活动的承诺；以及在自己的机构中进行临床教学卓越。晋升教授的前三项活动得分最高的是对初级外科教育家的指导；积极参与医学学生和住院医师的会议/部门教育活动；以及在医学生和住院医师层面的卓越教学记录。
这些发现表明，外科教育家的职业生涯经历了从教师到学者再到领导者的发展过程，每个层次都包含并建立在前一个层次的基础上。确定类别和标准可能会为外科医生在教育者学术途径的职业发展和晋升过程中纳入最佳实践提供有意义的信息。
