Alpha Omega Alpha Distinguished Teacher Award for junior faculty in the clinical sciences

Abstract Background United States Medical Licensing Examination Step 1 will transition from numeric grading to pass/fail, sometime after January 2022. The aim of this study was to compare how program directors in orthopaedics and internal medicine perceive a pass/fail Step 1 will impact the residency application process. Methods A 27-item survey was distributed through REDCap to 161 U.S. orthopaedic residency program directors and 548 U.S. internal medicine residency program directors. Program director emails were obtained from the American Medical Association’s Fellowship and Residency Electronic Interactive Database. Results We received 58 (36.0%) orthopaedic and 125 (22.8%) internal medicine program director responses. The majority of both groups disagree with the change to pass/fail, and felt that the decision was not transparent. Both groups believe that the Step 2 Clinical Knowledge exam and clerkship grades will take on more importance. Compared to internal medicine PDs, orthopaedic PDs were significantly more likely to emphasize research, letters of recommendation from known faculty, Alpha Omega Alpha membership, leadership/extracurricular activities, audition elective rotations, and personal knowledge of the applicant. Both groups believe that allopathic students from less prestigious medical schools, osteopathic students, and international medical graduates will be disadvantaged. Orthopaedic and internal medicine program directors agree that medical schools should adopt a graded pre-clinical curriculum, and that there should be a cap on the number of residency applications a student can submit. Conclusion Orthopaedic and internal medicine program directors disagree with the change of Step 1 to pass/fail. They also believe that this transition will make the match process more difficult, and disadvantage students from less highly-regarded medical schools. Both groups will rely more heavily on the Step 2 clinical knowledge exam score, but orthopaedics will place more importance on research, letters of recommendation, Alpha Omega Alpha membership, leadership/extracurricular activities, personal knowledge of the applicant, and audition electives.

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38460 Independent Investigator Incubator (I3) yields external funding within three years for the majority of junior faculty

Journal of Clinical and Translational Science ◽

10.1017/cts.2021.567 ◽

2021 ◽

pp. 1-2

Author(s):

John Paul Spence ◽

Christina R. Santangelo ◽

Jennifer L. Buddenbaum ◽

Aaron E. Carroll ◽

Matthew R. Allen

Keyword(s):

Junior Faculty ◽

External Funding

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Challenges and Strategies of Successful Mentoring: The Perspective of LEADS Scholars and Mentors from Minority Serving Institutions

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18116155 ◽

2021 ◽

Vol 18 (11) ◽

pp. 6155

Author(s):

Patricia Y. Talbert ◽

George Perry ◽

Luisel Ricks-Santi ◽

Lourdes E. Soto de Laurido ◽

Magda Shaheen ◽

...

Keyword(s):

Junior Faculty ◽

Descriptive Study ◽

Lessons Learned ◽

Grant Writing ◽

Senior Faculty ◽

Additional Insight ◽

Professional Goals ◽

Funding Opportunities ◽

Faculty And Administrators ◽

Minority Serving Institutions

Mentoring continues to be a salient conversation in academia among junior and senior faculty and administrators. Mentors provide guidance and structure to junior faculty so that they can meet their academic and professional goals. Mentors also convey skills in balancing life and academic pursuits. Therefore, the purpose of this descriptive study was to provide additional insight from a training program called Leading Emerging and Diverse Scientists to Success (LEADS) regarding successful strategies and challenges of mentoring relating to lessons learned from the scholars and mentees’ perspective. The LEADS program provided multiple training platforms to increase skills and knowledge regarding research to promote expertise in grant writing and submission for funding opportunities among diverse scientists. These findings reinforce the knowledge about the value of a mentor in helping define the research pathway of their mentee and underscoring the importance of mentoring.

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Regio- and stereoselective dehydrogenation of .alpha.,.omega.-diols catalyzed by a rhodium hydride complex

The Journal of Organic Chemistry ◽

10.1021/jo00364a042 ◽

1986 ◽

Vol 51 (14) ◽

pp. 2822-2824 ◽

Cited By ~ 37

Author(s):

Youichi Ishii ◽

Katsumi Suzuki ◽

Takao Ikariya ◽

Masahiko Saburi ◽

Sadao Yoshikawa

Keyword(s):

Hydride Complex ◽

Alpha Omega

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Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00276.1 ◽

2013 ◽

Vol 5 (2) ◽

pp. 289-293 ◽

Cited By ~ 13

Author(s):

Paul George ◽

Shmuel Reis ◽

Margaret Dobson ◽

Melissa Nothnagle

Keyword(s):

Family Medicine ◽

Rhode Island ◽

Goal Setting ◽

Personal Development ◽

Junior Faculty ◽

Learning Goals ◽

Junior Faculty Member ◽

Self Directed Learning ◽

Protected Time ◽

Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

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