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Rayaz H, Yedavalli V, Sair H, Sharma G, Rowan NR, Tackett S, Infosino A, Nabipour S, Kothari P, Levine R, Ishii M, Yousem D, Agrawal Y, Skarupski K, Faraday N, Lee JK, Brady M. Staying Virtual: A Survey Study of the Virtual Lecture Experience in Academic Medicine. Anesth Analg 2024; 138:1020-1030. [PMID: 37115722 DOI: 10.1213/ane.0000000000006490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/29/2023]
Abstract
BACKGROUND Increasing clinical demands can adversely impact academic advancement, including the ability to deliver lectures and disseminate scholarly work. The virtual lecture platform became mainstream during the height of the coronavirus-19 pandemic. Lessons learned from this period may offer insight into supporting academic productivity among physicians who must balance multiple demands, including high clinical workloads and family care responsibilities. We evaluated perceptions on delivering virtual lectures to determine whether virtual venues merit continuation beyond the pandemic's initial phase and whether these perceptions differ by gender and rank. METHODS In a survey study, faculty who spoke in 1 of 3 virtual lecture programs in the Departments of Anesthesiology and Critical Care Medicine, Otolaryngology, and Radiology at a university hospital in 2020 to 2022 were queried about their experience. Speakers' motivations to lecture virtually and the perceived advantages and disadvantages of virtual and in-person lectures were analyzed using descriptive statistics and qualitative analyses. RESULTS Seventy-two of 95 (76%) faculty members responded (40% women, 38% men, and 22% gender undisclosed). Virtual lectures supported the speakers "a lot" to "extremely" with the following goals: enhancing one's reputation and credibility (76%), networking (70%), receiving feedback (63%), and advancing prospects for promotion (59%). Virtual programs also increased the speakers' sense of accomplishment (70%) and professional optimism (61%) by at least "a lot," including instructors and assistant professors who previously had difficulty obtaining invitations to speak outside their institution. Many respondents had declined prior invitations to speak in-person due to clinical workload (66%) and family care responsibilities (58%). Previous opportunities to lecture in-person were also refused due to finances (39%), teaching (26%), and research (19%) requirements, personal medical conditions or disabilities (9%), and religious obligations (5%). Promotion was a stronger motivating factor to lecture virtually for instructors and assistant professors than for associate and full professors. By contrast, disseminating work and ideas was a stronger motivator for associate and full professors. Associate and full professors also reported greater improvement in work-related well-being than earlier career faculty from the virtual lecture experience. Very few differences were found by gender. CONCLUSIONS Virtual lecture programs support faculty who might not otherwise have the opportunity to lecture in-person due to multiple constraints. To increase the dissemination of scholarly work and expand opportunities to all faculty, virtual lectures should continue even as in-person venues are reestablished.
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Affiliation(s)
- Hassan Rayaz
- From the Departments of Anesthesiology and Critical Care Medicine
| | - Vivek Yedavalli
- Radiology, Johns Hopkins University (JHU), Baltimore, Maryland
| | - Haris Sair
- Radiology, Johns Hopkins University (JHU), Baltimore, Maryland
| | - Garima Sharma
- Department of Medicine, Ciccarone Center for the Prevention of Cardiovascular Disease, Division of Cardiology, JHU, Baltimore, Maryland
| | - Nicholas R Rowan
- Departments of Otolaryngology, Head and Neck Surgery
- Neurological Surgery, JHU, Baltimore, Maryland
| | - Sean Tackett
- Department of Medicine, Division of General Internal Medicine, JHU, Baltimore, Maryland
| | - Andrew Infosino
- Department of Anesthesia and Perioperative Care, University of California San Francisco Medical Center, San Francisco, California
| | | | - Perin Kothari
- Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University, Palo Alto, California
| | - Rachel Levine
- Department of Medicine, Division of General Internal Medicine, JHU, Baltimore, Maryland
| | - Masaru Ishii
- Departments of Otolaryngology, Head and Neck Surgery
| | - David Yousem
- Radiology, Johns Hopkins University (JHU), Baltimore, Maryland
| | - Yuri Agrawal
- Departments of Otolaryngology, Head and Neck Surgery
| | - Kimberly Skarupski
- Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University, Palo Alto, California
| | - Nauder Faraday
- From the Departments of Anesthesiology and Critical Care Medicine
| | - Jennifer K Lee
- From the Departments of Anesthesiology and Critical Care Medicine
| | - MaryBeth Brady
- From the Departments of Anesthesiology and Critical Care Medicine
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Barr KP, Deluca K, Dicianno BE, Helkowski WM, Liu B. Group peer mentoring to improve faculty connections and enhance mentoring networks. CLINICAL TEACHER 2024:e13747. [PMID: 38400689 DOI: 10.1111/tct.13747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 01/19/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. APPROACH We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. EVALUATION A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. IMPLICATIONS Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.
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Affiliation(s)
- Karen P Barr
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Kerry Deluca
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Brad E Dicianno
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
- Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, Pennsylvania, USA
| | - Wendy M Helkowski
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Betty Liu
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
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Gray C, Infante Linares JL, Cunningham K, Tumin D. Scholarly Productivity of US Medical Schools Before and During the COVID-19 Pandemic. South Med J 2023; 116:812-818. [PMID: 37788815 DOI: 10.14423/smj.0000000000001608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2023]
Abstract
OBJECTIVES The coronavirus disease 2019 pandemic profoundly disrupted scientific research but was accompanied by a rapid increase in biomedical research focused on this new disease. We aimed to study how the academic productivity of US medical schools changed during the pandemic and what structural characteristics of medical schools were associated with trends in scholarly publication. METHODS Annual totals of publications for each US Doctor of Medicine-granting medical school were extracted for 2019 to 2021 from the Scopus database, and schools were categorized a priori as experiencing a sustained increase in publications, a transient increase in publications, or no increase in publications. Bivariate tests compared school characteristics among these three groups. RESULTS Of 139 Doctor of Medicine-granting medical schools, 79% experienced sustained growth in publications from 2019 to 2021, 6% experienced transient growth, and 14% experienced no growth. Sustained growth in publications was associated with being affiliated with a research-intensive university, larger faculty size, the presence of an Emergency Medicine residency, having higher baseline National Institutes of Health funding, and experiencing higher coronavirus disease 2019 infection rates in the local community during the early months of the pandemic. Among predominantly White institutions, a higher diversity of female faculty was associated with a higher likelihood of experiencing transient rather than sustained growth in publications. CONCLUSIONS Our results demonstrate that scientific output increased during the pandemic at most medical schools, despite significant barriers to research experienced by individual investigators. Further attention is needed to enhance equity in research opportunities, considering diverging trends in productivity between more- and less-advantaged schools, however.
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Affiliation(s)
| | | | | | - Dmitry Tumin
- the Department of Pediatrics, Brody School of Medicine, East Carolina University, Greenville, North Carolina
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Sullivan AB, Davin SA, Lapin B, Schuster AT, Dweik RA, Murray KF, Rehm SJ, Machado AG. Effects of flexible scheduling and virtual visits on burnout for clinicians: 1- year follow-up. Mult Scler Relat Disord 2023; 75:104721. [PMID: 37178579 DOI: 10.1016/j.msard.2023.104721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 03/28/2023] [Accepted: 04/15/2023] [Indexed: 05/15/2023]
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DeWitt E, Williams R. Unequal Representation in Pediatric Cardiology: The More Things Change, The More They Stay the Same? J Am Coll Cardiol 2023; 81:1189-1191. [PMID: 36948736 DOI: 10.1016/j.jacc.2023.01.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 01/25/2023] [Accepted: 01/25/2023] [Indexed: 03/24/2023]
Affiliation(s)
- Elizabeth DeWitt
- Department of Cardiology, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts, USA.
| | - Roberta Williams
- Division of Cardiology, Children's Hospital of Los Angeles, Keck School of Medicine of USC, Los Angeles, California, USA
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Sullivan AB, Hersh CM, Rensel M, Benzil D. Leadership Inequity, Burnout, and Lower Engagement of Women in Medicine. JOURNAL OF HEALTH SERVICE PSYCHOLOGY 2023; 49:33-39. [PMID: 36718386 PMCID: PMC9879246 DOI: 10.1007/s42843-023-00078-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Gender parity has been reached in graduation rates from medical school, yet women in medicine continue to face obstacles in promotion, compensation and opportunities, leading to leadership inequity, higher burnout and lower engagement. These complex issues with gender are just one aspect of the wide challenges related to diversity, equity and inclusion among medical professionals. While there are no "one size fits all" approaches, psychologists are well positioned to lead efforts related to promoting leadership equity, reducing burnout and raising engagement because of their training in communication skills, programmatic development and empathetic listening. This paper details several evidence-based efforts in which psychologists can lead in these ongoing issues for women in medicine.
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