Exploring the Impact of Mentoring on Faculty Engagement and Retention Among Behavioral Health Faculty in Departments of Psychiatry and Neurology.

Mentoring plays an integral role in the success of faculty. This study explores faculty access to formal and informal mentorship and how mentorship impacts faculty engagement. Data are from 2020 to 2023 administrations of the StandPoint Faculty Engagement Survey.

Leaders' Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis.

Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews.

Editors as Gatekeepers: One Medical Education Journal's Efforts to Resist Racism in Scholarly Publishing.

Purpose: Journals have begun to expand the racial diversity of editors as a first step to countering institutional racism. Given the power editors hold as gatekeepers, a diverse team helps ensure that minoritized scholars have equal opportunity to contribute. In 2021, Teaching and Learning in Medicine ( TLM ) created an editorial internship for racially minoritized individuals.

Late-Career Expectations: A Survey of Full-Time Faculty Members Who Are 55 or Older at 14 U.S. Medical Schools.

Purpose: The average age of full-time faculty members at U.S. medical schools accredited by the Liaison Committee on Medical Education was 49.

Late-Career Faculty: A Survey of Faculty Affairs and Faculty Development Leaders of U.S. Medical Schools.

Purpose: Individuals 55 or older constitute 28.5% of the U.S.

To Pay or Not to Pay Community Preceptors? That Is a Question ….

: Pairing medical students with community-based preceptors has provided unique medical education advantages. However, due to an increase in the number of M.D.

Does formal mentoring for faculty members matter? A survey of clinical faculty members.

Background: Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships.

Characteristics, satisfaction, and engagement of part-time faculty at U.S. medical schools.

Purpose: To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace.

Faculty development on professionalism and medical ethics: the design, development and implementation of Objective Structured Teaching Exercises (OSTEs).

Background: As students are expected to develop competency in professionalism and medical ethics, faculty are also expected to facilitate medical students' learning and understanding of these areas. One of the main challenges to success in this domain has been uncertainty of whether or not faculty know the content and the methods to teach and assess these competencies.

Aim: We used the Objective Structured Teaching Exercise (OSTE) format as a faculty development tool to train and evaluate faculty on how to teach professionalism and medical ethics to students in clinical settings.

Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey.

Purpose: To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010.

New faculty orientation in North American medical schools.

Background: Little is known about common elements or "best practices" of new faculty orientation (NFO) programs in medical schools.

Purpose: The objective was to examine school-wide NFO programs in North American medical schools.

Methods: We reviewed the literature and conducted a web-based survey.

Predictors of workplace satisfaction for U.S. medical school faculty in an era of change and challenge.

Purpose: To examine the current state of satisfaction with the academic medicine workplace among U.S. medical school faculty and the workplace factors that have the greatest influence on global satisfaction.

A "medical student practice profile" as the foundation for a case-based curriculum revision.

Background: In 2001, the Keck School of Medicine of the University of Southern California initiated a major curriculum reform with fully integrated teaching of the basic sciences.

Description: The new curriculum integrated a set of selected clinical cases called the student practice profile (SPP). The SPP cases were designed to (a) define the core target knowledge base and essential clinical experience of all graduating students, (b) to improve the relevance of basic science teaching, and (c) to serve as the overarching organizational structure for the 4-year curriculum.