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Sim LA, Vickers KS, Croarkin PE, Williams MD, Clark MM, Derscheid DJ, Lapid MI. The Relationship of Mentorship to Career Outcomes in Academic Psychiatry and Psychology: a Needs Assessment. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:521-525. [PMID: 36580271 PMCID: PMC9798944 DOI: 10.1007/s40596-022-01739-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE Faculty development is designed to facilitate career advancement of junior faculty but there is limited empirical evidence on how to design an effective program. METHODS As a first step in the design of an effective program, a needs assessment was conducted. Participants were faculty members of an academic psychiatry department. Participants completed a quantitative and qualitative survey assessing their experience with mentors, academic self-efficacy, career burnout and satisfaction, academic productivity, and perceived barriers to scholarship. RESULTS Eighty percent (N = 104) of eligible faculty members completed the study survey (54% female; 81% White, 10% underrepresented in medicine). Less than half of the respondents (44%) reported having a current mentor. Number of mentors (r = .33; p < .01), mentorship meetings (r = .35; p < .01), and mentorship quality (r = .33; p < .01) were significantly correlated to a standardized measure of academic self-efficacy. Self-efficacy was significantly associated with academic productivity (r = .44; p < .001) and career satisfaction (r = .29; p < .05). The top barriers to scholarship productivity were time and lack of access to resources. Faculty members without a mentor endorsed more barriers to scholarship (p < .001) than those with a mentor. Themes that emerged from the qualitative data suggest that mentorship supports career advancement through coaching and professional development, invitations to collaborate and resource share, networking, and active teaching. CONCLUSION Based on the relationship of mentoring to career outcomes, a robust faculty development program needs a formal academic mentorship program to improve career satisfaction and academic productivity.
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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Cameron MW, Crowther LN, Huang GC. Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:112-122. [PMID: 35921165 DOI: 10.1097/acm.0000000000004896] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine. METHOD The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes. RESULTS Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions. CONCLUSIONS Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.
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Affiliation(s)
- Michael W Cameron
- M.W. Cameron is a staff editor, Academic Medicine and MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-2847-8802
| | - Lee N Crowther
- L.N. Crowther is a library specialist, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-3302-8651
| | - Grace C Huang
- G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Boston, Massachusetts, and editor-in-chief, MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-2965-0341
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Chan TM, Jordan J, Clarke SO, Lawson L, Coates WC, Yarris LM, Santen SA, Gottlieb M. Beyond the CLAIM: A comprehensive needs assessment strategy for creating an Advanced Medical Education Research Training Program (ARMED-MedEd). AEM EDUCATION AND TRAINING 2022; 6:e10720. [PMID: 35233477 PMCID: PMC8863356 DOI: 10.1002/aet2.10720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 12/15/2021] [Accepted: 12/20/2021] [Indexed: 05/15/2023]
Abstract
BACKGROUND The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. METHODS The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). RESULTS Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. CONCLUSIONS The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.
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Affiliation(s)
- Teresa M. Chan
- Division of Emergency Medicine, Department of MedicineDivision of Education & Innovation, Department of MedicineOffice of Continuing Professional Development, Faculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Jaime Jordan
- David Geffen School of Medicine at UCLADepartment of Emergency Medicine and Associate Residency DirectorDepartment of Emergency MedicineUCLA Ronald Reagan Medical CenterLos AngelesCaliforniaUSA
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California at DavisDavisCaliforniaUSA
| | - Luan Lawson
- Emergency Medicine and Associate Dean of Curriculum Innovation in Medical EducationBrody School of MedicineEast Carolina UniversityGreenvilleNorth CarolinaUSA
| | - Wendy C. Coates
- Emergency Medicine, David Geffen School of Medicine at UCLA/Harbor‐UCLA Emergency MedicineUniversity of CaliforniaLos AngelesCaliforniaUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science University in PortlandPortlandOregonUSA
| | - Sally A. Santen
- Emergency MedicineVirginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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Vande Vusse LK, Ryder HF, Best JA. Maximizing Career Advancement During the COVID-19 Pandemic: Recommendations for Postgraduate Training Programs. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:967-973. [PMID: 33480595 DOI: 10.1097/acm.0000000000003938] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The ongoing novel Coronavirus disease 2019 (COVID-19) pandemic has created many threats as well as opportunities for the career development of physicians-in-training. Institutional responses to the demand for patient care reduced the time many residents have to pursue clinical electives, scholarship projects, and other experiences meant to clarify and advance their personal and professional goals. Moreover, many academic medical centers experienced profound fiscal losses that require thoughtful revisions to budgets and curricula. In this article, the authors recommend strategies for residency programs to mitigate these losses and capitalize on growth in virtual education, scholarship opportunities, and relationships arising from the pandemic. Drawing from career development guidelines from the National Career Development Association and existing literature about factors associated with positive career outcomes, the authors suggest leadership roles, curricula, and events that training programs can quickly and inexpensively implement to help residents grow as professionals, achieve personal training goals, produce scholarship, and attain future employment. To help trainees manage their careers, the authors recommend structured mentorship and education in career pathways and the preparation of job application materials. To foster attainment of specific knowledge and cultivate lifelong learning, the authors recommend leveraging existing resources to provide time, funding, academic coaching, and skills training for scholarship projects. To promote development of effective work relationships and community, the authors recommend appointment of a faculty champion for career advancement, scholarship showcases, attendance at virtual journal clubs, and networking through social media outlets. These recommendations for supporting career advancement may apply to early career faculty development as well as undergraduate and postgraduate medical education beyond the pandemic era. Outcomes studies will be needed to evaluate the impact of these recommendations.
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Affiliation(s)
- Lisa K Vande Vusse
- L.K. Vande Vusse is assistant professor, Department of Medicine, Division of Pulmonary, Critical Care and Sleep Medicine, University of Washington School of Medicine, Seattle, Washington; ORCID: http://orcid.org/0000-0003-3051-2448
| | - Hilary F Ryder
- H.F. Ryder is associate professor, Department of Medicine, Medical Education and The Dartmouth Institute, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire
| | - Jennifer A Best
- J.A. Best is associate professor, Department of Medicine, Division of General Internal Medicine, University of Washington School of Medicine, Seattle, Washington
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McPherson S, Reese C, Van Schyndel J, Wendler MC. Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study. Nurs Educ Perspect 2021; 42:69-73. [PMID: 33600126 DOI: 10.1097/01.nep.0000000000000784] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
AIM The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers. BACKGROUND Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component. METHOD A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions. RESULTS Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support. CONCLUSION This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development.
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Affiliation(s)
- Sara McPherson
- About the Authors The authors are faculty at the University of Illinois at Chicago College of Nursing-Springfield Campus, Springfield, Illinois. Sara McPherson, PhD, RN, is clinical assistant professor. Cynthia Reese, PhD, RN, CNE, is clinical associate professor and director. Jennie Van Schyndel, PhD, RN, is clinical instructor. M. Cecilia Wendler, PhD, RN, NE-BC, is clinical associate professor. For more information, contact Dr. McPherson at
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Shellenbarger T, Gazza EA. The lived experience of nursing faculty developing as scholarly writers. J Prof Nurs 2020; 36:520-525. [PMID: 33308550 DOI: 10.1016/j.profnurs.2020.04.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 04/16/2020] [Accepted: 04/21/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers. PURPOSE This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers. METHODS Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes. RESULTS Findings revealed five themes: pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task. CONCLUSION This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.
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Affiliation(s)
- Teresa Shellenbarger
- Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, PA, United States of America.
| | - Elizabeth A Gazza
- School of Nursing, University of North Carolina Wilmington, Wilmington, NC, United States of America
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Clinician-Educator Training and Its Impact on Career Success: a Mixed Methods Study. J Gen Intern Med 2020; 35:3492-3500. [PMID: 32779134 PMCID: PMC7728987 DOI: 10.1007/s11606-020-06049-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Accepted: 07/10/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND Clinician-educator (CE) careers in academic medicine are heterogeneous. Expectations for CEs have grown, along with a need to better prepare CEs for these roles. OBJECTIVE To assess whether advanced education training is associated with productivity and success. DESIGN We used a sequential mixed methods approach, collecting quantitative survey data and qualitative focus groups data. We developed a three-tiered categorization of advanced training to reflect intensity by program type. PARTICIPANTS We surveyed CEs in the Society of General Internal Medicine (SGIM) and conducted two focus groups at an SGIM annual meeting. MAIN MEASURES Primary outcomes were academic productivity (manuscripts, presentations, etc.) and leadership role attainment. Secondary analysis examined the interactive effect of gender and training intensity on these outcomes. KEY RESULTS A total of 198 completed the survey (response rate 53%). Compared with medium- or low-intensity training, high-intensity training was associated with a greater likelihood of publishing ≥ 3 first- or senior-author manuscripts (adjusted OR 2.6; CI 0.8-8.6; p = 0.002), teaching ≥ 3 lectures/workshops at the regional/national/international level (adjusted OR 5.7; CI 1.5-21.3; p = 0.001), and having ≥ 3 regional/national committee memberships (adjusted OR 3.4; CI 1.0-11.7; p = 0.04). Among participants in the "no training" and "high-intensity training" categories, men were more likely to have ≥ 3 publications (OR 4.87 and 3.17, respectively), while women in the high intensity category had a likelihood similar to men with no training (OR 4.81 vs. OR 4.87). Participants felt the value of advanced training exists not only in content but also in networking opportunities that programs provide. CONCLUSIONS While opinions were divided as to whether advanced training is necessary to position oneself for education roles, it is associated with greater academic productivity and reduced gender disparity in the publication domain. Institutions should consider providing opportunities for CEs to pursue advanced education training.
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Papp KK, Altose MD, Wilson-Delfosse AL, Thomas PA. Scholarship in Teaching: An Approach to Enhancing the Value and Academic Standing of Teaching. MEDICAL SCIENCE EDUCATOR 2020; 30:1585-1590. [PMID: 34457826 PMCID: PMC8368649 DOI: 10.1007/s40670-020-01082-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND In our effort to increase the value and academic standing of teaching, we implemented an initiative focused on scholarship in teaching. Our program was narrowly focused, project-based, peer-reviewed, resource-neutral, and open to all faculty. Faculty members are invited annually to submit a description of their educational projects in keeping with Glassick's criteria. Our purpose was to assess the effects of this award program. METHOD We reviewed the distribution of applications over a 3-year period and determined the academic departments, academic rank of applicants, and focus of projects. A questionnaire assessed applicants' perceptions of the value of participation, its contribution to promotion and advancement, and its role in subsequent dissemination activities. RESULTS Slightly fewer than half (60 of 124, 48%) of the applications submitted during 2016 through 2018 were judged by peer review to meet Glassick's criteria for scholarship and received the award. Most applicants were junior faculty, and most applications were from the department of medicine though all departments who taught students in core clinical rotations were represented during the years studied. The projects that were awarded were more likely to be disseminated when compared with those who were not awarded. LESSONS LEARNED Our scholarship in teaching program seemingly advanced educational scholarship among teaching faculty and provided a way of recognizing projects that advanced educational initiatives. Further efforts are required to promote support from departmental leadership, to enhance faculty participation, and to encourage success through mentoring and assistance in project preparation.
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Affiliation(s)
- K. K. Papp
- Department of General Medical Sciences, Case Western Reserve University School of Medicine, Cleveland, OH USA
- School of Medicine, Case Western Reserve University, Health Education Campus, 10900 Euclid Avenue, Cleveland, OH 44106 USA
| | - M. D. Altose
- Department of Medicine, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - A. L. Wilson-Delfosse
- Department of Pharmacology, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - P. A. Thomas
- Case Western Reserve University School of Medicine, Cleveland, OH USA
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Tigges BB, Sood A, Dominguez N, Kurka JM, Myers OB, Helitzer D. Measuring organizational mentoring climate: Importance and availability scales. J Clin Transl Sci 2020; 5:e53. [PMID: 33948274 PMCID: PMC8057472 DOI: 10.1017/cts.2020.547] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2020] [Revised: 09/13/2020] [Accepted: 09/15/2020] [Indexed: 11/06/2022] Open
Abstract
INTRODUCTION Although organizational climate may affect faculty's mentoring behaviors, there has not been any way to measure that climate. The purpose of this study was to test the reliability and validity of two novel scales to measure organizational mentoring climate importance and availability at two public research universities. METHODS We developed 36 content-valid mentoring climate items in four dimensions: Structure, Programs/Activities, Policies/Guidelines, and Values. In total, 355 faculty completed an anonymous, structured, online survey asking about the importance (very important to very unimportant) and availability (no, don't know, yes) of each of the items. We conducted reliability analyses and construct validity testing using exploratory common factor analysis, principal axis factoring, and oblique rotation. RESULTS The majority of the predominantly female, White non-Hispanic, senior, tenure-track faculty were not currently mentoring another faculty or being mentored. Analyses demonstrated a 15-item solution for both the Organizational Mentoring Climate Importance (OMCI) and the Availability (OMCA) Scales, with three factors each: Organizational Expectations, Mentor-Mentee Relationships, and Resources. Standardized Cronbach alphas ranged from 0.74 to 0.90 for the subscales, and 0.94 (OMCI) and 0.87 (OMCA) for the full scales. Faculty rated all items as somewhat to very important; however, perceived availability was very low ranging from mentor training programs (40%) to guidelines for evaluating mentoring success or managing conflict (2.5%). CONCLUSIONS The scales will allow studying of how organizational climate may affect mentoring behavior and whether climate can be changed to improve faculty mentoring outcomes. We provide recommendations for furthering the science of organizational mentoring climate and culture.
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Affiliation(s)
- Beth B. Tigges
- College of Nursing, University of New Mexico, Albuquerque, NM, USA
| | - Akshay Sood
- Department of Internal Medicine, School of Medicine, University of New Mexico, Albuquerque, NM, USA
| | - Nora Dominguez
- Mentoring Institute, University of New Mexico, Albuquerque, NM, USA
| | - Jonathan M. Kurka
- College of Health Solutions, Arizona State University, Phoenix, AZ, USA
| | - Orrin B. Myers
- Department of Family and Community Medicine, University of New Mexico, Albuquerque, NM, USA
| | - Deborah Helitzer
- College of Health Solutions, Arizona State University, Phoenix, AZ, USA
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Abstract
Introduction: Faculty development has played a significant role in health professions education over the last 40 years. The goal of this perspective is to present a portrait of faculty development in Medical Teacher since its inception and to highlight emerging trends moving forward.Method: All issues of Medical Teacher were reviewed, using the search terms faculty development, staff development, professional development, or in-service training for faculty. The search yielded 286 results of which 145 focused specifically on faculty development initiatives, reviews, or frameworks.Findings: This review demonstrated a significant growth in publications related to faculty development in Medical Teacher over the last 40 years, with a primary focus on teaching improvement and traditional approaches to faculty development, including workshops, short courses and other structured, group activities. The international nature of faculty development was also highlighted.Recommendations: Moving forward, it is suggested that we: broaden the scope of faculty development from teaching to academic development; expand our approaches to faculty development, to include peer coaching, workplace learning and communities of practice; utilize a competency-based framework to guide the development of faculty development curricula; support teachers' professional identities through faculty development; focus on organizational development and change; and rigorously promote research and scholarship in faculty development.
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Affiliation(s)
- Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada
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Harker K, O’Toole E, Keshmiripour S, McIntosh M, Sassen C. Mixed-Methods Assessment of a Mentoring Program. JOURNAL OF LIBRARY ADMINISTRATION 2019. [DOI: 10.1080/01930826.2019.1661745] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Karen Harker
- Collection Assessment Librarian, University of North Texas Libraries, Denton, TX, USA
| | - Erin O’Toole
- Science Reference Librarian, University of North Texas Libraries, Denton, TX, USA
| | | | - Marcia McIntosh
- Digital Production Librarian, University of North Texas Libraries, Denton, TX, USA
| | - Catherine Sassen
- Principal Cataloger, University of North Texas Libraries, Denton, TX, USA
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O'Brien BC, Irby DM, Durning SJ, Hamstra SJ, Hu WCY, Gruppen LD, Varpio L. Boyer and Beyond: An Interview Study of Health Professions Education Scholarship Units in the United States and a Synthetic Framework for Scholarship at the Unit Level. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:893-901. [PMID: 30720531 DOI: 10.1097/acm.0000000000002625] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
PURPOSE Health professions education scholarship units (HPESUs) in the United States are large in number and diverse in purpose, activities, and contributions. Although each of these units shares a commitment to scholarship, there is no synthetic framework to accurately represent and evaluate their activities and contributions. This study aimed to provide such a framework. METHOD The authors examined data collected from 11 U.S. HPESU directors. Interviews occurred between April 2015 and February 2016. The research team used a combination of deductive and inductive qualitative techniques to analyze the interview transcripts. The deductive portion drew on Boyer's four-part framework of scholarship; the inductive portion produced a new conceptualization of scholarship at the HPESU level. RESULTS The scholarly activities of HPESUs generally align with Boyer's four types of scholarship-discovery, integration, application, and teaching. However, this categorization fails to capture the interconnectedness and variety of purposes served by these activities. Both are important when considering how best to represent the scholarly contributions made by HPESUs. From their analysis of interviews, the authors developed a three-part framework characterizing HPESU scholarly activities: supporting a scholarly approach to education, supporting educational scholarship within the institution, and supporting HPESU members' scholarship. CONCLUSIONS The authors contend that the three-part, unit-level framework for scholarship constructed in this study brings clarity and understanding to the purpose, activities, and contributions made by HPESUs in the United States. The proposed framework may allow unit directors to better justify and advocate for the resources needed to further promote the work of HPESUs.
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Affiliation(s)
- Bridget C O'Brien
- B.C. O'Brien is associate professor of medicine, Department of Medicine, and senior scholar, Center for Faculty Educators, University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0001-9591-5243. D.M. Irby is professor emeritus of medicine, Department of Medicine, and senior scholar, Center for Faculty Educators, University of California, San Francisco, San Francisco, California. S.J. Durning is professor of medicine and director of graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland. S.J. Hamstra is vice president, Milestones Research and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, adjunct professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada, and adjunct professor, Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, Illinois. W.C.Y. Hu is professor of medical education, School of Medicine, and associate dean for learning and innovation, Western Sydney University, Penrith, New South Wales, Australia; ORCID: http://orcid.org/0000-0002-1711-3808. L.D. Gruppen is professor, Department of Learning Health Sciences, and director, Masters of Health Professions Education Program, University of Michigan Medical School, Ann Arbor, Michigan. L. Varpio is professor of medicine and associate director of research, graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland
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Van Schyndel JL, Koontz S, McPherson S, Reese C, Sarginson DR, Scoggins L, Woods RA, Wendler MC. Faculty Support for a Culture of Scholarship of Discovery: A Literature Review. J Prof Nurs 2019; 35:480-490. [PMID: 31857059 DOI: 10.1016/j.profnurs.2019.05.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Revised: 04/25/2019] [Accepted: 05/14/2019] [Indexed: 10/26/2022]
Abstract
BACKGROUND A review of the literature was completed answering the question: "What is known about the barriers to, and support of, the scholarship of discovery that faculty members in nursing and related health sciences (i.e., medical, dental, and pharmacy) whose time is used in both the academic setting and clinical setting encounter as they develop programs of research, engage in grant writing, and pursue scientific publication?" METHODS Using a systematic approach, a total of 29 articles were included in this review. RESULTS Four major themes were identified: (1) Organizational expectations (2) administrative support (3) mentorship and (4) barriers to scholarship in nursing and related health sciences faculty. Organizational expectations and administrative support were critical in developing and maintaining a culture of scholarship, various mentorship models improved faculty scholarship skills and productivity, while multiple barriers were found to inhibit faculty development and scholarly productivity. CONCLUSION The implementation of organizational, administrative, and faculty activities and interventions can promote a culture of scholarship. Further research is needed to determine which interventions are most helpful in developing health science faculty scholarship.
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Affiliation(s)
- Jennie L Van Schyndel
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America.
| | - Sonja Koontz
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - Sara McPherson
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - Cynthia Reese
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - Dawn R Sarginson
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - Lorna Scoggins
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - Rachel A Woods
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
| | - M Cecilia Wendler
- University of Illinois at Chicago College of Nursing, Springfield Campus, United States of America
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15
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Kirsch JD, Duran A, Kaizer AM, Buum HT, Robiner WN, Weber-Main AM. Career-Focused Mentoring for Early-Career Clinician Educators in Academic General Internal Medicine. Am J Med 2018; 131:1387-1394. [PMID: 30076827 DOI: 10.1016/j.amjmed.2018.07.028] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 07/25/2018] [Indexed: 11/17/2022]
Affiliation(s)
- Jonathan D Kirsch
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis.
| | - Alisa Duran
- Section of Women's Health and General Internal Medicine, Minneapolis VA Health Care System, Minn
| | - Alexander M Kaizer
- Department of Biostatistics and Informatics, University of Colorado School of Public Health, Aurora
| | - Heather Thompson Buum
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
| | - William N Robiner
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
| | - Anne Marie Weber-Main
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
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16
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Kelly WF, Niven AS. CHEST: Home of the Clinician-Educator. Chest 2017; 153:598-600. [PMID: 29103942 DOI: 10.1016/j.chest.2017.10.029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 10/24/2017] [Accepted: 10/26/2017] [Indexed: 10/18/2022] Open
Abstract
Many hands can build a house; it takes trust to make that house a home. Trust has two main components: credibility (worthiness based on preparation and past performance) and empathy (the ability to understand and share another person's values). CHEST has maintained its credibility and empathy as the global leader in clinical pulmonary, critical care, and sleep medical education. It follows that the leader in chest clinical education would also be the home of the clinician-educator. You are that educator.
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Affiliation(s)
- William F Kelly
- Uniformed Services University of the Health Sciences, Medicine-Pulmonary, Bethesda, MD.
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17
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Welch J, Sawtelle S, Cheng D, Perkins T, Ownbey M, MacNeill E, Hockberger R, Rusyniak D. Faculty Mentoring Practices in Academic Emergency Medicine. Acad Emerg Med 2017; 24:362-370. [PMID: 27860044 DOI: 10.1111/acem.13136] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2016] [Revised: 11/10/2016] [Accepted: 11/15/2016] [Indexed: 11/29/2022]
Abstract
BACKGROUND Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. OBJECTIVES The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. METHODS An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. RESULTS Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). CONCLUSIONS Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.
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Affiliation(s)
- Julie Welch
- Department of Emergency Medicine Indiana University School of Medicine Indianapolis IN
| | - Stacy Sawtelle
- Department of Emergency Medicine UCSF Fresno Medical Education Program San Francisco CA
| | - David Cheng
- Department of Emergency Medicine Case Western Reserve University Cleveland OH
| | - Tony Perkins
- Indiana University School of Medicine Indianapolis IN
| | - Misha Ownbey
- Emergency Medicine Residency Western Michigan University Homer Stryker MD School of Medicine Kalamazoo MI
| | - Emily MacNeill
- Department of Emergency Medicine Carolinas Medical Center Charlotte NC
| | | | - Daniel Rusyniak
- Department of Emergency Medicine Indiana University School of Medicine Indianapolis IN
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18
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Libby AM, Hosokawa PW, Fairclough DL, Prochazka AV, Jones PJ, Ginde AA. Grant Success for Early-Career Faculty in Patient-Oriented Research: Difference-in-Differences Evaluation of an Interdisciplinary Mentored Research Training Program. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:1666-1675. [PMID: 27332867 PMCID: PMC5177544 DOI: 10.1097/acm.0000000000001263] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
PURPOSE Since 2004, the Clinical Faculty Scholars Program (CFSP) at the University of Colorado Anschutz Medical Campus has provided intensive interdisciplinary mentoring and structured training for early-career clinical faculty from multiple disciplines conducting patient-oriented clinical and outcomes research. This study evaluated the two-year program's effects by comparing grant outcomes for CFSP participants and a matched comparison cohort of other junior faculty. METHOD Using 2000-2011 institutional grant and employment data, a cohort of 25 scholars was matched to a cohort of 125 comparison faculty (using time in rank and pre-period grant dollars awarded). A quasi-experimental difference-in-differences design was used to identify the CFSP effect on grant outcomes. Grant outcomes were measured by counts and dollars of grant proposals and awards as principal investigator. Outcomes were compared within cohorts over time (pre- vs. post-period) and across cohorts. RESULTS From pre- to post-period, mean annual counts and dollars of grant awards increased significantly for both cohorts, but mean annual dollars increased significantly more for the CFSP than for the comparison cohort (delta $83,427 vs. $27,343, P < .01). Mean annual counts of grant proposals also increased significantly more for the CFSP than for the comparison cohort: 0.42 to 2.34 (delta 1.91) versus 0.77 to 1.07 (delta 0.30), P < .01. CONCLUSIONS Institutional investment in mentored research training for junior faculty provided significant grant award gains that began after one year of CFSP participation and persisted over time. The CFSP is a financially sustainable program with effects that are predictable, significant, and enduring.
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Affiliation(s)
- Anne M Libby
- A.M. Libby is professor and vice chair for academic affairs, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado. P.W. Hosokawa is senior professional research associate, Adult and Child Consortium for Outcomes Research and Dissemination Sciences (ACCORDS), University of Colorado Anschutz Medical Campus, Aurora, Colorado. D.L. Fairclough is professor, Department of Biostatistics, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, Colorado. A.V. Prochazka is professor, Department of Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado, and assistant chief, Research, Ambulatory Care, Denver Veterans Affairs, Denver, Colorado. P.J. Jones is clinical instructor, Department of Pediatrics, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado. A.A. Ginde is associate professor, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado
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19
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Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program. Ann Am Thorac Soc 2016; 12:480-5. [PMID: 25763811 DOI: 10.1513/annalsats.201501-032ot] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
The University of Washington was the first pulmonary and critical care medicine fellowship training program accredited by the Accreditation Council for Graduate Medical Education to create a dedicated clinician-educator fellowship track that has its own National Residency Matching Program number. This track was created in response to increasing demand for focused training in medical education in pulmonary and critical care. Through the Veterans Health Administration we obtained a stipend for a clinician-educator fellow to dedicate 12 months to training in medical education. This takes place predominantly in the second year of fellowship and is composed of several core activities: fellows complete the University of Washington's Teaching Scholars Program, a professional development program designed to train leaders in medical education; they teach in a variety of settings and receive feedback on their work from clinician-educator faculty and the learners; and they engage in scholarly activity, which may take the form of scholarship of teaching, integration, or investigation. Fellows are guided throughout this process by a primary mentor and a mentoring committee. Since funding became available in 2009, two of the three graduates to date have successfully secured clinician-educator faculty positions. Graduates uniformly believe that the clinician-educator track met their training goals better than the research-based track would have.
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20
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Alweis R, Wenderoth S, Donato A. Effectiveness of iterative interventions to increase research productivity in one residency program. J Community Hosp Intern Med Perspect 2015; 5:29203. [PMID: 26653689 PMCID: PMC4677582 DOI: 10.3402/jchimp.v5.29203] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2015] [Accepted: 09/18/2015] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND The Accreditation Council for Graduate Medical Education requires residency programs to expose residents to research opportunities. OBJECTIVE The purpose of this study was to assess the impact of a series of iterative interventions to increase scholarly activity in one internal medicine residency. METHODS Retrospective analysis of the effectiveness of a series of interventions to increase resident and faculty scholarly productivity over a 14-year period was performed using quality improvement methodology. Outcomes measured were accepted regional and national abstracts and PubMed indexed manuscripts of residents and faculty. RESULTS Initially, regional meeting abstracts increased and then were supplanted by national meeting abstracts. Sustained gains in manuscript productivity occurred in the eighth year of interventions, increasing from a baseline of 0.01 publications/FTE/year to 1.57 publications/FTE/year in the final year measured. Run chart analysis indicated special cause variation associated with the interventions performed. CONCLUSIONS Programs attempting to stimulate research production among faculty and residents can choose among many interventions cited in the literature. Since success of any group of interventions is likely additive and may take years to show benefit, measuring outcomes using quality improvement methodology may be an effective way to determine success.
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Affiliation(s)
- Richard Alweis
- Department of Medicine, Reading Health System, West Reading, PA, USA.,Department of Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA;
| | - Suzanne Wenderoth
- Department of Medicine, Reading Health System, West Reading, PA, USA.,Department of Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA
| | - Anthony Donato
- Department of Medicine, Reading Health System, West Reading, PA, USA.,Department of Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA
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