Clinician-educator tracks for residents

Three pilot programs

Michael D. Jibson, Donald M. Hilty, Kimberly Arlinghaus, Valdesha L. Ball, Tracy Mccarthy, Andreea L. Seritan, Mark E Servis

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

Objective: Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum development and assessment, education research, and career development to meet this need. Methods: The residency clinician educator tracks at University of Michigan, Baylor College of Medicine, and University of California Davis are described in detail, with particular attention to their common elements, unique features, resource needs, and graduate outcomes. Results: Common elements in the tracks are faculty mentorship, formal didactics, teaching opportunities, and an expectation of scholarly productivity. Essential resources include motivated faculty, departmental support, and a modest budget. Favorable outcomes include a high percentage of graduates in clinical faculty positions, teaching programs created by the residents, positive effects on recruitment, and enhancement of faculty identity as clinician educators. Conclusion: Clinician-educator tracks in residency present a viable means to address the training needs of clinical track faculty. The programs described in this article provide a model to assist other departments in developing similar programs.

Original languageEnglish (US)
Pages (from-to)269-276
Number of pages8
JournalAcademic Psychiatry
Volume34
Issue number4
DOIs
StatePublished - Jul 2010

Fingerprint

educator
resident
Internship and Residency
Teaching
Professional Role
Medical Faculties
graduate
Mentors
Budgets
teaching program
Medical Schools
Curriculum
curriculum development
didactics
resources
Medicine
budget
Education
productivity
career

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Education
  • Medicine(all)

Cite this

Jibson, M. D., Hilty, D. M., Arlinghaus, K., Ball, V. L., Mccarthy, T., Seritan, A. L., & Servis, M. E. (2010). Clinician-educator tracks for residents: Three pilot programs. Academic Psychiatry, 34(4), 269-276. https://doi.org/10.1176/appi.ap.34.4.269

Clinician-educator tracks for residents : Three pilot programs. / Jibson, Michael D.; Hilty, Donald M.; Arlinghaus, Kimberly; Ball, Valdesha L.; Mccarthy, Tracy; Seritan, Andreea L.; Servis, Mark E.

In: Academic Psychiatry, Vol. 34, No. 4, 07.2010, p. 269-276.

Research output: Contribution to journalArticle

Jibson, MD, Hilty, DM, Arlinghaus, K, Ball, VL, Mccarthy, T, Seritan, AL & Servis, ME 2010, 'Clinician-educator tracks for residents: Three pilot programs', Academic Psychiatry, vol. 34, no. 4, pp. 269-276. https://doi.org/10.1176/appi.ap.34.4.269
Jibson MD, Hilty DM, Arlinghaus K, Ball VL, Mccarthy T, Seritan AL et al. Clinician-educator tracks for residents: Three pilot programs. Academic Psychiatry. 2010 Jul;34(4):269-276. https://doi.org/10.1176/appi.ap.34.4.269
Jibson, Michael D. ; Hilty, Donald M. ; Arlinghaus, Kimberly ; Ball, Valdesha L. ; Mccarthy, Tracy ; Seritan, Andreea L. ; Servis, Mark E. / Clinician-educator tracks for residents : Three pilot programs. In: Academic Psychiatry. 2010 ; Vol. 34, No. 4. pp. 269-276.
@article{b053478e27da42589d091722f6d2a6e4,
title = "Clinician-educator tracks for residents: Three pilot programs",
abstract = "Objective: Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum development and assessment, education research, and career development to meet this need. Methods: The residency clinician educator tracks at University of Michigan, Baylor College of Medicine, and University of California Davis are described in detail, with particular attention to their common elements, unique features, resource needs, and graduate outcomes. Results: Common elements in the tracks are faculty mentorship, formal didactics, teaching opportunities, and an expectation of scholarly productivity. Essential resources include motivated faculty, departmental support, and a modest budget. Favorable outcomes include a high percentage of graduates in clinical faculty positions, teaching programs created by the residents, positive effects on recruitment, and enhancement of faculty identity as clinician educators. Conclusion: Clinician-educator tracks in residency present a viable means to address the training needs of clinical track faculty. The programs described in this article provide a model to assist other departments in developing similar programs.",
author = "Jibson, {Michael D.} and Hilty, {Donald M.} and Kimberly Arlinghaus and Ball, {Valdesha L.} and Tracy Mccarthy and Seritan, {Andreea L.} and Servis, {Mark E}",
year = "2010",
month = "7",
doi = "10.1176/appi.ap.34.4.269",
language = "English (US)",
volume = "34",
pages = "269--276",
journal = "Academic Psychiatry",
issn = "1042-9670",
publisher = "American Psychiatric Publishing Inc.",
number = "4",

}

TY - JOUR

T1 - Clinician-educator tracks for residents

T2 - Three pilot programs

AU - Jibson, Michael D.

AU - Hilty, Donald M.

AU - Arlinghaus, Kimberly

AU - Ball, Valdesha L.

AU - Mccarthy, Tracy

AU - Seritan, Andreea L.

AU - Servis, Mark E

PY - 2010/7

Y1 - 2010/7

N2 - Objective: Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum development and assessment, education research, and career development to meet this need. Methods: The residency clinician educator tracks at University of Michigan, Baylor College of Medicine, and University of California Davis are described in detail, with particular attention to their common elements, unique features, resource needs, and graduate outcomes. Results: Common elements in the tracks are faculty mentorship, formal didactics, teaching opportunities, and an expectation of scholarly productivity. Essential resources include motivated faculty, departmental support, and a modest budget. Favorable outcomes include a high percentage of graduates in clinical faculty positions, teaching programs created by the residents, positive effects on recruitment, and enhancement of faculty identity as clinician educators. Conclusion: Clinician-educator tracks in residency present a viable means to address the training needs of clinical track faculty. The programs described in this article provide a model to assist other departments in developing similar programs.

AB - Objective: Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum development and assessment, education research, and career development to meet this need. Methods: The residency clinician educator tracks at University of Michigan, Baylor College of Medicine, and University of California Davis are described in detail, with particular attention to their common elements, unique features, resource needs, and graduate outcomes. Results: Common elements in the tracks are faculty mentorship, formal didactics, teaching opportunities, and an expectation of scholarly productivity. Essential resources include motivated faculty, departmental support, and a modest budget. Favorable outcomes include a high percentage of graduates in clinical faculty positions, teaching programs created by the residents, positive effects on recruitment, and enhancement of faculty identity as clinician educators. Conclusion: Clinician-educator tracks in residency present a viable means to address the training needs of clinical track faculty. The programs described in this article provide a model to assist other departments in developing similar programs.

UR - http://www.scopus.com/inward/record.url?scp=77954335473&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77954335473&partnerID=8YFLogxK

U2 - 10.1176/appi.ap.34.4.269

DO - 10.1176/appi.ap.34.4.269

M3 - Article

VL - 34

SP - 269

EP - 276

JO - Academic Psychiatry

JF - Academic Psychiatry

SN - 1042-9670

IS - 4

ER -