David Daryn H
Yale Child Study Center & Offices of Academic & Professional Development (OAPD) and Diversity, Equity, & Inclusion (ODEI), Yale School of Medicine, New Haven, CT, USA.
J Healthc Leadersh. 2025 Apr 12;17:133-140. doi: 10.2147/JHL.S519433. eCollection 2025.
In addition to advancing biomedical research and delivering cutting-edge clinical care, academic medical centers (AMCs) are tasked with training the next generation of physicians and scientists. This training is based on a competencies model, with emphasis given to the high-level acquisition of technical clinical and research skills. While this framework is appropriate for the learning years, once researchers and clinician-scientists transition from training to fuller career responsibilities, they are in need of an expanded psychological and psychosocial toolkit for holistic success. At present, academic medicine does not sufficiently support, address, or welcome the elements of this toolkit; in the early career phase, overemphasis is placed on the expression and expansion of independent technical competencies, to the neglect of the psychosocial facets necessary for academics' successful career progression and fulfillment. Delineating the legacy of the current training model for the early career period, this paper explicates the tension that exists between the conventional markers of success and adult psychosocial needs, with special attention paid to the potential consequences of this mismatch. The paper concludes with a series of suggestions for how leaders in academic medicine may help their research and clinician-scientist faculty flourish more fully in early career.
除了推进生物医学研究和提供前沿临床护理外，学术医疗中心（AMCs）还肩负着培养下一代医生和科学家的任务。这种培训基于能力模型，重点是高水平地掌握技术临床和研究技能。虽然这个框架适用于学习阶段，但一旦研究人员和临床科学家从培训过渡到承担更全面的职业责任，他们就需要一套更广泛的心理和社会心理工具包以实现全面成功。目前，学术医学对这个工具包的要素支持不足、关注不够，也不太欢迎；在职业生涯早期阶段，过度强调独立技术能力的展现和拓展，而忽视了学者职业成功发展和实现所必需的社会心理方面。本文阐述了当前早期职业生涯培训模式的遗留问题，剖析了传统成功标志与成人社会心理需求之间存在的矛盾，并特别关注了这种不匹配可能带来的后果。文章最后针对学术医学领域的领导者如何帮助他们的研究人员和临床科学家教职员工在职业生涯早期更充分地发展提出了一系列建议。
