Composition of the Current Academic Radiation Oncology Workforce in Comprehensive Cancer Centers

PURPOSE: The landscape of the profession of academic radiation oncology is constantly changing. We sought to determine the demographic makeup of the current academic radiation oncology workforce. MATERIALS AND METHODS: Internet web site searches of the 51 National Cancer Institute–designated Comprehensive Cancer Centers (CCCs) were conducted in September 2019. The Scopus database was subsequently searched in December 2019 to ascertain the h-index for each radiation oncologist. Geographic location was economically stratified (New York, California, Massachusetts, Illinois, and Washington DC) as previously reported. Race and binary sex were attributed by authors using publicly available information. Univariate analysis involved the chi-square test; a multivariable model considered several factors including rank and sex. RESULTS: Of 993 radiation oncologists at CCCs, 53.6% are junior faculty, 24.8% associate professors, and 21.7% full professors. The average radiation oncologist at a CCC has been a physician for 19.7 (standard deviation = 11.3) years; 4.7% (47/993) are under-represented minorities. 24.6% of men and 15.5% of women were full professors, a statistically significant difference ( P = .001). Of the 51 department chairs, 11.8% are women and 5.6% are under-represented minorities. There are fewer female than male program directors in the most economically stratified locations ( P = .02). The mean h-index for all faculty is 17.6 (standard deviation = 16.9), and significantly differs between junior faculty (8.21), associate professors (18.46), and full professors (40.05; P < .0001). It also differs between men (19.35) and women (14.11). On multivariable analysis, sex, academic rank, and a secondary advanced degree were independently significant correlates of h-index. CONCLUSION: Among academic radiation oncologists at CCCs, under 5% are under-represented minorities, men are significantly over-represented among senior faculty, and women have significantly lower h-indices than men.

Using social exchange theory to examine minoritized STEM postdocs’ experiences with faculty mentoring relationships

Purpose Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs). Design/methodology/approach Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.

Sleep and Health in Older Adults: New Research From Early-Career Investigators

Sleep and circadian patterns change as people age and are linked to a number of health and psychosocial outcomes. As such, there is a need to continue generating new knowledge about sleep in older adults by encouraging early-career scientists to research this topic. In this symposium, sponsored by the Sleep, Circadian Rhythms and Aging Interest Group, we will showcase studies by early-career researchers at the masters through junior faculty level who conduct work in sleep and its impact on health outcomes in older adults. Our symposium will have five presentations. The first will examine how sleep and loneliness may mediate relationships between marital quality and depressive symptoms. The second study will assess links between personality characteristics and objectively measured chronotype. Our third presentation will determine the longitudinal association of sleep duration with body mass index. The fourth will evaluate how an intervention to reduce functional disability in low-income older adults impacts sleep quality. Finally, our fifth presentation will focus on understanding how sleep duration and changes in sleep patterns may impact speech-in-noise performance. Overall, our symposium will highlight multidisciplinary studies of sleep and health outcomes that are of importance to older populations and promote the work of the next generation of sleep, circadian rhythms, and aging scientists.

Disruption to Transformation: Aging in the New Normal: NIA Session for Early-Career Researchers

The National Institute on Aging (NIA) at the National Institutes of Health, Department of Health and Human Services, supports biomedical and behavioral research with a lifespan focus. NIA research seeks to understand the basic processes of aging, improve prevention and treatment of diseases in later life, improve the health of older persons, in addition to a focus on Alzheimer’s disease and related dementias. The NIA also supports the training and career development of scientists focusing on aging research and the development of research resources. This symposium, meant for junior faculty and emerging scholars, will provide an update on the latest research findings from the NIA followed by a segment on funding mechanisms and strategies. An opportunity will be provided to meet and consult with NIA extramural staff.

Black, Proud, Silent, and Loud: Experiences of a Junior Faculty Member in 2020

Several social injustice issues, well known within the Black community, were brought to light to other ethnic/racial groups in 2020 and could no longer be ignored within the academic community. This led to personal, departmental, and institutional initiatives meant to increase racism awareness and apply change in thought and action. These initiatives often came at a cost of personal time and resources to Black and Indigenous People of Color academics, expected to contribute to these initiatives, redefine classroom syllabi, uphold research agendas, and continue with mentoring activities amidst their home environment (due to COVID-19) while monitoring their own feelings of pride, hurt, anger, anxiousness, and often- fatigue. This presentation will present the perceived triumphs and failed experiences of a junior faculty member, how they navigated this process, and explain the continued importance of institutions’ forward movement of initiatives meant to change the social and racial academic atmosphere.

Emerging Scholars and Junior Faculty Present New Strategies for Student Engagement in Gerontology

With the rapid aging of the population, the need for gerontological educators to identify pedagogical strategies to increase interest and prepare students continues to grow. Innovative approaches and educational practices contribute greatly to student success in the gerontological classroom. Literature on gerontological pedagogy has shed light on the success of high-impact practices, creative assignments, pedagogical interventions, and even different course modalities when it comes to effectively delivering gerontological content and engaging students. Additionally, the Academy for Gerontology in Higher Education (AGHE) provides a wealth of suggestions for creating and implementing effective gerontology courses and assignments. However, while we are familiar with these practices, we are not familiar with how specific groups of academics, such as emerging scholars and junior faculty, are utilizing them. Emerging scholars and junior faculty experience several major transitions as they prepare for life in academia. To ensure that emerging scholars and junior faculty are well prepared, we need to continue to empower these individuals to foster growth. This can be done by highlighting how emerging scholars and junior faculty have met the goals of maximizing and optimizing student learning. As such, the purpose of this symposium is to examine innovative approaches used by emerging scholars and junior academics in the gerontological classroom that have optimized student learning. This includes presentations on strategies for team-based learning, using intersectionality as a theoretical lens, and two creative written assignments, The Gerontological Movie Database Review and Interview an Elder.

Kathryn Hyer's Lasting Legacy in Gerontology Education and Aging Policy Research

Kathy Hyer, our dear friend, colleague, former Gerontological Society of America President and Professor and Director of the Florida Policy Exchange Center on Aging, University of South Florida posthumously has been awarded the Clark Tibbett's Award for her achievements in the advancement of the field of gerontological education in higher education. This lecture will reflect on some of her decades of accomplishments including her dedication to AGHE's mission to train and educate students in gerontology. Her greatest achievement is in the area of training and education of long-term care administration and aging studies undergraduate students to be nursing home and assisted living administrators. This lecture will also highlight several initiatives of Dr. Hyer's that involved undergraduate, graduate students, and junior faculty who she mentored including the Geriatric Workforce Enhancement Project, NIA SAFEHAVEN and COVID research on disasters, the Dementia Training Academy, Age Friendly Initiatives both nationally and internationally and student mentorship for graduate assistantships through the USF Center for End of Life Care.

85. A Virtual Platform for Mentoring Clinician Educators at IDWeek is as Effective as In-Person

Background Career mentorship for clinician educators (CE) may be difficult to obtain within one’s home institution. During IDWeek 2018 and 2019, a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions was found to be feasible and effective. During IDWeek 2020, the program was transitioned to a virtual format. We assessed the feasibility and efficacy of this virtual mentoring program. Methods Junior and established CEs were recruited through the IDSA listserv and Medical Education Community of Practice and paired. Mentees completed an individual development plan (IDP) and identified discussion topics for their meeting. Mentors received training on successful mentoring and their mentee’s IDP and CV prior to meeting. Mentor and mentees met via videoconference for one hour during IDWeek 2020, created an action plan, and scheduled a follow-up call. Post-participation surveys were sent to mentees and mentors. Results 30 mentor and mentee pairs were matched; 1 pair did not meet. Compared to IDWeek 2018 (17) and 2019 (20), the 2020 program had more mentees (30). 24 (80%) mentees completed the pre-session survey; 17 (59%) mentees and 20 (69%) mentors completed the post-session survey. When compared to survey results from mentees in 2018-19 who met in-person, mentees in the virtual format reported similarly high rates of satisfaction, planned to make changes at work, had an increase in confidence, and felt it was a valuable experience (Table 1). Mentors also reported high rates of satisfaction with the experience in 2020 and were likely to participate in the program next year (Table 2). Only 1 (6%) mentee reported that the virtual format negatively impacted their experience, although 6 (30%) mentors reported some negative impact of the virtual format (Table 3). Table 1. Post-session mentee survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 2. Post-session mentor survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 3. Experience of mentees and mentors with the 2020 virtual mentoring program Conclusion A virtual mentoring program for CEs was feasible and as effective for mentees as an in-person format. Some mentors felt that the virtual nature did negatively impact the experience although it had minimal negative impact on mentees. Disclosures David J. Riedel, MD, MPH , Gilead (Advisor or Review Panel member)ViiV (Advisor or Review Panel member) Vera Luther, MD, Nothing to disclose Wendy Armstrong, MD, Nothing to disclose Brian Schwartz, MD, Nothing to disclose

Market design job market candidate profiles 2022

Inspired by the SIGecom Exchanges' annual survey of job market candidates, 1 this is the second annual collection of profiles of the junior faculty job market candidates of the market design community. The nine candidates are listed alphabetically. Along with information regarding the candidate's bio, job market paper, other representative papers, and short research summary, each profile also contains links to the candidate's homepage and CV.