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The Junior Clinician Educator
Published in Larrie Greenberg, A Primer for the Clinician Educator, 2022
Segueing into another aspect of patient care, it is important for the CE to teach skills and provide tips to trainees in performing the history and physical exam. In your journey as an academic physician, you will learn many nuances along the way that become valuable teaching points as a way to assess patients. I address these in the next section on teaching. In academic medicine, the lines are blurred between patient care and teaching (i.e., you can do patient care and teach trainees about some of the nuances you observe). The most effective teaching is performed at the chairside or bedside, where the teacher and the learner can see change evolve, within the context of patient care, right before their very eyes. This in vivo experience involves translating information learned in the classroom and applying it to the patient. Importantly, soliciting feedback from trainees about how you assisted them in providing patient care is paramount in building your educator portfolio.
Career Opportunities in Industrial Clinical Research
Published in Gary M. Matoren, The Clinical Research Process in the Pharmaceutical Industry, 2020
On the negative side of motivations, physicians may find that medical practice no longer provides challenge. They may be burdened by high overhead costs of practice, high malpractice insurance costs, the requirements of third-party payments, and continual public scrutiny of the medical profession. They may be weary of the morbidity and death encountered in everyday practice. They may be enduring a mediocre or poor quality of life in terms of time for family and recreation. For those in medical academia, there may be concern about the shrinking of funding for academic medicine and academic clinical research (with some notable recent exceptions related to development of industry /academic complexes).
Role of Academic Health Center Programs and Leadership in Enhancing the Impact of Engineering-Medicine
Published in Lawrence S. Chan, William C. Tang, Engineering-Medicine, 2019
Education of the most effective future professional workforce in health care requires collaboration among medicine, engineering and all health professions. Career-long continual education and adaptation to future disruptive innovation at the interface of medicine, engineering and health professions will depend upon increasing substantive interactive experiences among students from all these disciplines. The commitment of Academic Health Centers to the importance of the medicine-engineering collaboration in medical education was emphasized in a recent paper by Dr. Steven A. Wartman, President and CEO of the Association of Academic Health Centers, in the journal, Academic Medicine. The paper focused particularly on emphasizing artificial intelligence in undergraduate medical education, noting that: “…the practice of medicine is rapidly transitioning from the information age to the age of artificial intelligence. The consequences of this transition are profound and demand the reformulation of undergraduate medical education programs…”“…Whether physicians use decision support software based on reliable artificial intelligence or manage robots deployed in hospitals, patients’ homes, or within the human body, they will need to be educated in this new paradigm” (Wartman and Combs 2018).
Medical school in 2029
Published in Medical Teacher, 2018
So, as you consider a career in academics, you still need to consider the conventional four pillars of academic medicine – clinical care, education, research/innovation, and the social mission. However, no longer do you need to be an expert in each one. Each remains important, but the emphasis has changed with a focus on the job that is being required. You said in your letter you want to focus on medical education. As you can see, this has certainly changed. Training is now about a third shorter, there is more training on team work, patient-centered care, the role of health care systems in maintaining good outcomes and high quality, and metrics that assess the improvement of community health. We have re-defined “core content” in two ways. First, we defined core content necessary to all health professionals across disciplines (nursing, pharmacy, dentistry, medicine, etc.). This core is delivered, primarily through eLearning, to all health professional students and they can go at their own pace. Once they demonstrate mastery of the material, students apply to their choice health profession. Those who are selected to enter medical school take “medical school core content” (MSCC).
Interest and perceived barriers toward careers in academic medicine among medical students at Alfaisal University – College of Medicine: A Saudi Arabian perspective
Published in Medical Teacher, 2018
Ahmed Abu-Zaid, Basmah Altinawi, Abdulaziz M. Eshaq, Lynn Alkhatib, Judie Hoilat, Sana Kadan, Mai Alshammari, Aya Farfour, Akef Obeidat, Khaled Alkattan
Medical school graduates have several pathways to pursue their future careers, which include: clinical practice, research, academic medicine (AM) or nonmedical-related professions (Borges et al. 2010). Recruiting high-caliber medical school graduates into AM remains an international dilemma (Lawson McLean et al. 2013). AM is a career pathway pursued by scientifically trained medical school graduates (doctors) who participate in a diversity of scholarly activities, namely: patient care, research, teaching and occasionally administration (Alpert and Coles 1988; Kingston and Behjati 2008; Lawson McLean et al. 2013). Individuals interested in AM careers may initiate their careers as primarily teachers (known as clinician–educators) or researchers (known as physician–scientists) (Borges et al. 2010; Abu-Zaid 2018).
If we keep doing what we’re doing we’ll keep getting what we’re getting: A need to rethink “academic” medicine
Published in Medical Teacher, 2018
Michael Wilkes, Christine Cassel, Marc Klau
The concept of the “teaching hospital” dates back at least 1000 years (Aretz 2011). It is fair to ask today what do we mean by “academic medicine” and what is an academic medical center (AMC)? A social definition of academic medicine would include the ability of a health care system to think, plan, study, research, evaluate, discover, innovate, teach, and learn all with the goal of improving the health of the public. There is often a mismatch between the mission defined by the AMC and those expected by patients and communities. The Joint Commission International is more pragmatic as it defines an academic medical center as one that is administratively integrated with a medical school, is the principal site for the education of medical students, and is engaged in clinical research (JCI 2017). Within academic centers there is an unspoken assumption that academic centers also provide higher quality care than nonacademic centers. But academia also connotes a focus on specialized tertiary care, high cost care, and care that is often not integrated with non-hospital care (Cassel and Wilkes 2017). While academic medicine focuses on acute tertiary and quaternary care, there are areas such as rehabilitation, chronic care, primary care, wellness, prevention, and maintenance that are given low priority.