Original Publication
Open Access

A Longitudinal Academic Career Skills Elective Experience

Published: March 4, 2009 | 10.15766/mep_2374-8265.509

Included in this publication:

  • A Longitudinal Academic Career Skills Elective Experience Manuscript.doc
  • Academic Teaching Elective Timeline.doc
  • Table Elective Contents.doc

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Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: Residency programs have the potential to cultivate increased enthusiasm for academics and to improve the preparedness of graduates to succeed in such a career.  Indiana University School of Medicine Department of Emergency Medicine employs a 1-year longitudinal elective designed to provide interested residents with the opportunity to learn about important skills needed for success in academics. Methods: This publication outlines the timeline of the curriculum and the list of topics discussed. Each topic has a list of goals and objectives, and a suggested reading list. The curriculum includes a variety of learning venues including 10 preceptor teaching shifts in the emergency department, small-group discussion sessions to discuss teaching dilemmas, programmed readings, and focused workshops. After each preceptor shift, selected faculty provide feedback about content and quality of clinical teaching and assessment/grading of the learners. Results: This elective has been offered to senior residents in our 3-year emergency medicine and emergency medicine/pediatrics residency programs. The elective is completed by a varying number of residents (range 4-8), fellows (range 2-3), and junior faculty (range 2-5) each year. Between 2000 and 2005, the 21 residents who completed the elective rated the overall experience as a 9.1 on average (10-point scale). Each participant who has completed the elective has rated it to have contributed significantly to their preparedness for a career in academic medicine. Of those who completed the elective, 67% (14/21) entered an academic career path as compared to 8% (5/65) of those residents who graduated from the residency during the same time period but did not choose this as an elective experience. Discussion: Lectures and readings offer knowledge of teaching, research, and presentation methodology but participants value the hands on experience and interactive discussions to draw from the experience of the group and test what they have learned with their own teaching experiences. The implementation of such a program may increase the enthusiasm for academics and will aid to build the skill set necessary for success.


Educational Objectives

By the end of this elective, learners will be able to:

  1. Understand the basic components for a successful academic career.
  2. Practice methods of effective bedside teaching and assessment skills.
  3. Apply successful verbal and written communication skills.
  4. Develop professionally for a career of life-long learning.

Author Information

  • Christopher Weaver, MD: Indiana University School of Medicine
  • Carey Chisholm, MD: Indiana University School of Medicine
  • Kevin Rodgers, MD: Indiana University School of Medicine

Disclosures
None to report.

Funding/Support
None to report. 

Prior Presentations
Weaver CS, Chisholm CD, Rodgers KG. An Approach to an Academic Teaching Elective. [Society for Academic Emergency Medicine Annual Meeting; San Francisco, CA; May 2006. Abstract] Acad Emerg Med. 2006;13-5(suppl 1):s207. http://doi.org/10.1197/j.aem.2006.03.528



Citation

Weaver C, Chisholm C, Rodgers K. A longitudinal academic career skills elective experience. MedEdPORTAL. 2009;5:509. https://doi.org/10.15766/mep_2374-8265.509