Academic Medicine Training Program
If you are an academic institution or clinical department who seeks to improve the academic skills of your junior faculty and do it in a way that is more time and cost effective, the Academic Medicine Training Program is for you. Currently, I am looking for institutions that will allow a test run of the curriculum. This program can be tailored to your online learning management system. If interested, please visit my contact page and send me a message with your contact information.
The Academic Medicine Training Program seeks to train entry-level (i.e., early career) physicians in the primary skills of academic medicine so that these individuals can perform their essential job functions at a higher level and create a successful academic career.
At the conclusion of the curricular program, participants will:
1. Develop the ability to answer important clinical questions and properly set up, analyze, and report a clinical research study.
2. Develop the ability to teach and evaluate learners in a variety of teaching settings.
3. Develop the ability to lead microsystem quality improvement efforts and examine system failures.
4. Develop a foundation for leadership and the essential skills to effectively navigate the field of academic medicine.
The didactic material consists of 48 weekly learning sessions and is divided into four modules: research skills, teaching skills, quality improvement skills, and administrative skills. The modules can be completed in any order and the sequence of modules should be customized to the participant’s area of academic interest. The sessions are to be completed in a self-study fashion (asynchronous) with no live classes scheduled. Most participants will be able to complete all four parts of a weekly session in 6-10 hours of study time. The entire curriculum should take approximately one calendar year to complete, and accommodations can be made to a participant’s schedule provided they are in within reason.
All weekly sessions start Monday morning and end on Sunday night. Each session has four parts: objectives, reading assignments, critical thinking questions, and homework assignments. Reading assignments, which contain the bulk of the didactic material, can be found in commercially available books and websites. Critical thinking questions, which build on the reading assignments, encourage the participant to respond with detailed answers based on what he/she learned in the reading. Homework assignments are due at the end of each week. Both critical thinking questions and homework assignments are graded (pass/fail).
Each learning session contains a homework assignment that allows the participant to demonstrate application of the knowledge he/she has acquired. They are built on the principles of Miller’s pyramid of competence whereby the student not only “knows” or “knows how”, but can also “show how” or “do”. These homework assignments will be compiled into a portfolio at the end of the curriculum along with the participant’s curriculum vita/cover letter, teaching philosophy statement, and reflective essay. This portfolio can be used to “show” prospective employers the skills the participant has acquired, and enable him/her to secure a suitable academic position.