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| http://dx.doi.org/10.1183/20734735.013216 | DOI Listing |
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Untapped Resources? Engaging Junior Faculty with Advanced Career Training in Near-Peer Mentoring to Build Professional Identity.
South Med J
January 2025
From the Department of Internal Medicine, Division of General Internal Medicine, Emory University School of Medicine, and Grady Memorial Hospital, Atlanta, Georgia.
Effective early mentoring is essential for propelling academic careers. There is a growing cohort of junior faculty with advanced skills in medical education and research; these individuals need both mentoring and the opportunity to take on mentorship roles. Generalists who pursue advanced training in medical education or clinical research often enter junior faculty positions alongside recent residency graduates, leaving their skillset untapped.
View Article and Find Full Text PDFCurriculum Innovations: A Novel Neurology Clinician-Educator Program.
Neurol Educ
December 2024
From the Department of Neurology, Mayo Clinic, Rochester, MN.
Background And Objectives: Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.
Methods And Curriculum Description: We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies.
Part 2 explores the transformative potential of artificial intelligence (AI) in addressing the complexities of headache disorders through innovative approaches, including digital twin models, wearable healthcare technologies and biosensors, and AI-driven drug discovery. Digital twins, as dynamic digital representations of patients, offer opportunities for personalized headache management by integrating diverse datasets such as neuroimaging, multiomics, and wearable sensor data to advance headache research, optimize treatment, and enable virtual trials. In addition, AI-driven wearable devices equipped with next-generation biosensors combined with multi-agent chatbots could enable real-time physiological and biochemical monitoring, diagnosing, facilitating early headache attack forecasting and prevention, disease tracking, and personalized interventions.
View Article and Find Full Text PDFThe composition of England's single-qualification OMFS posts: a descriptive analysis of foundation year and dental core training posts.
Br J Oral Maxillofac Surg
December 2024
Leeds Teaching Hospitals NHS Trust, Leeds General Infirmary, Great George Street, Leeds LS1 3EX, United Kingdom.
Article Synopsis
- Postgraduate opportunities for oral and maxillofacial surgery (OMFS) vary greatly between medical foundation year (FY) doctors and dental core trainees (DCTs), with 2023-24 data showing more than 11 times as many posts for DCTs.
- The study utilizes data from UK foundation schools and Health Education England to analyze this disparity, emphasizing the significance of interprofessional education (IPE) and collaboration (IPC).
- The aim is to raise awareness of the unique learning environment in OMFS and encourage further research into the impact of different professional backgrounds on team dynamics and patient care.
Moving Past the Status Quo: Redefining the Feedback Landscape for Junior Clinician-Educator Career Development.
J Med Educ Curric Dev
December 2024
UT Health Science Center San Antonio, San Antonio, TX, USA.
This perspective piece addresses the challenges junior clinician-educators face as they navigate career development within academic medical centers. In addition to understanding local promotion and tenure processes and seeking mentorship, we argue that faculty feedback is an often neglected, but essential, component in clinician-educator development. We repurpose and use the MISCA model-Message, Implementation, Student, Context, and Agents-as a framework to better understand and improve feedback for faculty.
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