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Dong SW, Walker J, Nematollahi S, Nolan NS, Ryder JH. The ID Digital Institute: Building a digital education toolset and community. Transpl Infect Dis 2024; 26:e14297. [PMID: 38884941 DOI: 10.1111/tid.14297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Accepted: 05/03/2024] [Indexed: 06/18/2024]
Abstract
Organic digital education (ODE) includes online medical education content that can take various forms, such as blogs, social media, videos, podcasts, or infographics. Multimedia ODE platforms have unique benefits and have quickly become an essential part of medical education. Modern medical educators with competency in digital teaching modalities can leverage these for teaching as well as career development and dissemination of scientific research. The ID Digital Institute is a digital education program with a curriculum designed to equip infectious diseases (ID) professionals with the skills to appraise, create, curate, and integrate ODE into their teaching and career. We share the structure, content, and lessons learned from the ID Digital Institute program. We also illustrate how digital education skills can present unique opportunities to align with current and future transplant and immunocompromised host infectious diseases education efforts.
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Affiliation(s)
- Sara W Dong
- Division of Infectious Diseases, Departments of Medicine and Pediatrics, Emory University School of Medicine & Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Jeremey Walker
- Division of Infectious Diseases, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Saman Nematollahi
- Division of Infectious Diseases, Department of Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | | | - Jonathan H Ryder
- Division of Infectious Diseases, Department of Internal Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA
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Trieu JA, Kahn A, Aby ES, Bilal M. Building Your Professional Brand: Tips for Early Career Faculty. Gastroenterology 2024:S0016-5085(24)05292-2. [PMID: 39089465 DOI: 10.1053/j.gastro.2024.07.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/04/2024]
Affiliation(s)
- Judy A Trieu
- Division of Gastroenterology, Washington University in St. Louis, St Louis, Missouri.
| | - Allon Kahn
- Division of Gastroenterology and Hepatology, Mayo Clinic, Scottsdale, Arizona
| | - Elizabeth S Aby
- Division of Gastroenterology, Hepatology and Nutrition, University of Minnesota, Minneapolis, Minnesota
| | - Mohammad Bilal
- Division of Gastroenterology & Hepatology, Minneapolis VA Medical Center, Minneapolis, Minnesota
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Wolfe AD, Davidson LK, Paul CR. Put Yourself out There! A Strategy for Effective Self-Promotion in Academic Medicine. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2024; 20:11409. [PMID: 38985648 PMCID: PMC11219085 DOI: 10.15766/mep_2374-8265.11409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 02/29/2024] [Indexed: 07/12/2024]
Abstract
Introduction Trainees and faculty in academic medicine often struggle with self-promotion. Barriers may be more formidable for women and other groups underrepresented in medicine. Experience-based stories illustrating personal strengths are preferable when engaging in self-promotion activities. Methods We developed a 90- to 120-minute workshop utilizing approaches such as iterative journaling and peer discussion to teach the development of problem-action-result (PAR) stories for self-promotion efforts in interviews and written applications to new positions. Participants provided Likert-scale (1 = strongly disagree, 5 = strongly agree) and free-response evaluations, which we analyzed for workshop strengths and areas for improvement. Results We presented the workshop in person to 28 pediatric residents and subsequently to 22 residents, fellows, and faculty at an in-person national meeting. Sixty-one percent of the resident group and 100% of the national workshop group completed the evaluation. Both groups reported high satisfaction with the workshop's format (M = 4.7) and content (M = 4.7) and indicated intention to use the skills learned (M = 4.7). Strengths included the PAR format, interactivity, journaling, opportunity for reflection, and tips for interviewing and writing. Areas to improve included offering the workshop earlier in the academic year and providing more written examples of PAR stories. Discussion This workshop used strategies of personal reflection, journaling, and peer feedback to help participants understand behavior-based recruiting practices and the PAR framework as a strategy for successful self-promotion. Learners can use these strategies to develop greater confidence and efficacy and to address barriers to effective self-promotion they encounter.
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Affiliation(s)
- Adam D. Wolfe
- Associate Professor, Department of Pediatrics, Residency Program Director, and Assistant Dean of Education, Baylor College of Medicine and CHRISTUS Children's in San Antonio
| | - Lydia K. Davidson
- Fellow, Pediatric Hospital Medicine, Texas Tech University Health Sciences Center School of Medicine
| | - Caroline R. Paul
- Associate Professor, Department of Pediatrics, New York University Grossman School of Medicine, NYU Langone Health
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Kushner LE, Ristagno EH, Dong SW, Konold VJL, Fatemi Y, Stillwell TL, Wohrley JD, Sattler MM, Kalu IC, Boguniewicz J. Laying the Groundwork for a Fulfilling Career in Pediatric Infectious Diseases: The Transition From Fellowship to Faculty. J Pediatric Infect Dis Soc 2023; 12:627-633. [PMID: 37815429 DOI: 10.1093/jpids/piad079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 09/27/2023] [Indexed: 10/11/2023]
Abstract
There are limited resources for guidance on the transition from fellowship into a new faculty role in pediatric infectious diseases. This review aims to address this gap and provides a framework for a successful transition that is composed of four essential pillars-(1) stepping into your role, (2) finding your niche, (3) building your network, and (4) self-care-all of which are supported by strong mentorship/sponsorship and continual realignment with one's personal mission statement. In addition to providing general principles and guidance, this review also outlines specific steps that a junior faculty member can take to expand their influence and build a successful, fulfilling career in pediatric infectious diseases.
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Affiliation(s)
- Lauren E Kushner
- Department of Pediatrics, Division of Pediatric Infectious Diseases, Stanford University School of Medicine, Palo Alto, CA, USA
| | - Elizabeth H Ristagno
- Department of Pediatric and Adolescent Medicine, Division of Pediatric Infectious Diseases, Mayo Clinic, Rochester, MN, USA
| | - Sara W Dong
- Department of Pediatrics, Division of Infectious Diseases, Children's Healthcare of Atlanta, Emory University School of Medicine, Atlanta, GA, USA
| | - Victoria J L Konold
- Department of Pediatrics, Division of Pediatric Infectious Diseases, Seattle Children's Hospital, University of Washington School of Medicine, Seattle, WA, USA
| | - Yasaman Fatemi
- Department of Pediatrics, Division of Pediatric Infectious Diseases, Seattle Children's Hospital, University of Washington School of Medicine, Seattle, WA, USA
| | - Terri L Stillwell
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Julie D Wohrley
- Department of Pediatrics, Division of Pediatric Infectious Diseases, Rush University Children's Hospital, Chicago, IL, USA
| | - Matthew M Sattler
- Department of Pediatrics, Division of Infectious Diseases, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Ibukunoluwa C Kalu
- Department of Pediatrics, Division of Pediatric Infectious Diseases, Duke University School of Medicine, Durham, NC, USA
| | - Juri Boguniewicz
- Department of Pediatrics, Section of Infectious Diseases and Epidemiology, University of Colorado School of Medicine, Aurora, CO, USA
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Belfi LM, Chetlen A, Frigini A, Jay A, Methratta ST, Robbins J, Woods R, Deitte L. Recovering Joy in the Workplace Requires P.R.A.C.T.I.C.E. Acad Radiol 2023; 30:536-540. [PMID: 35654656 PMCID: PMC9151245 DOI: 10.1016/j.acra.2022.05.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 05/03/2022] [Accepted: 05/04/2022] [Indexed: 01/25/2023]
Affiliation(s)
- Lily M. Belfi
- Department of Radiology, Weill Cornell Medicine, 525 East 68th Street, Room F-054, New York, NY,Address correspondence to: L.M.B
| | - Alison Chetlen
- Department of Radiology, Penn State University, Hershey, Pennsylvania
| | | | - Ann Jay
- Department of Radiology, MedStar Georgetown University Hospital, Washington DC
| | | | - Jessica Robbins
- Department of Radiology, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Ryan Woods
- Department of Radiology, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Lori Deitte
- Department of Radiology, Vanderbilt University Medical Center, Nashville, Tennessee
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Holmberg MH, dela Cruz E, Longino A, Longino N, Çoruh B, Merel SE. Development of a Single-Institution Virtual Internal Medicine Subinternship With Near-Peer Teaching in Response to the COVID-19 Pandemic. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1706-1710. [PMID: 34192717 PMCID: PMC8603430 DOI: 10.1097/acm.0000000000004219] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PROBLEM In March 2020, medical students at the University of Washington School of Medicine were removed from clinical settings in response to the COVID-19 pandemic. As subinternships are required for graduation and an important way to prepare for internship, a virtual subinternship was created to include practical elements of in-person learning and to address limited teaching faculty from COVID-19 inpatient surges. APPROACH A virtual, interactive subinternship was developed with case-based teaching sessions, communication and critical literature evaluation skill building, professional development, and creation of independent learning plans. Near-peer teachers (NPTs) were selected from graduating senior medical students who matched into internal medicine. In addition to teaching topics from the Clerkship Directors of Internal Medicine curriculum, NPTs engaged in course development, recruited teaching faculty, gathered feedback, and facilitated small groups. Participating students completed pre- and postcourse surveys. OUTCOMES The 10 students (100%) enrolled in the course who completed both surveys indicated significant improvement in mean scores across 4 domains: evaluating medical literature (3.1/5 to 4.5/5; +1.4, P < .001); developing individual learning plans (3.6/5 to 4.7/5; +1.1, P = .001); perceived ability to efficiently evaluate patients with common internal medicine concerns (3.7/5 to 4.6/5; +0.9, P = .004); and formulating initial diagnostic and therapeutic plans (3.6/5 to 4.6/5; +1.0, P < .001). Themes extracted from open-ended responses included initial skepticism of an online format, the course exceeding expectations, and feeling prepared for internship. NEXT STEPS Although a virtual subinternship lacks direct patient care, students reported improvement in all 4 domains studied. Future courses would benefit from greater use of simulation and role-playing scenarios for practical skills. The experience with NPTs was encouraging, aiding in the success of the subinternship. The role of NPTs should be cultivated to fill gaps in content delivery and enhance the development of students as educators.
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Affiliation(s)
- Mackenzie H. Holmberg
- M.H. Holmberg is a resident physician, Department of Medicine, University of Washington School of Medicine, Seattle, Washington
| | - Erin dela Cruz
- E. dela Cruz is a resident physician, Department of Medicine, University of California San Francisco School of Medicine, San Francisco, California
| | - August Longino
- A. Longino is a resident physician, Department of Medicine, University of Colorado School of Medicine, Denver, Colorado
| | - Natalie Longino
- N. Longino is a resident physician, Department of Medicine, University of Colorado School of Medicine, Denver, Colorado
| | - Başak Çoruh
- B. Çoruh is associate professor, Division of Pulmonary, Critical Care and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, Washington
| | - Susan E. Merel
- S.E. Merel is associate professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, Washington
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Marcelin JR, Cawcutt KA, Shapiro M, Varghese T, O'Glasser A. Moment vs Movement: Mission-Based Tweeting for Physician Advocacy. J Hosp Med 2021; 16:507-509. [PMID: 34328840 DOI: 10.12788/jhm.3636] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 04/12/2021] [Indexed: 11/20/2022]
Affiliation(s)
- Jasmine R Marcelin
- Division of Infectious Diseases, University of Nebraska Medical Center, Omaha, Nebraska
| | - Kelly A Cawcutt
- Divisions of Infectious Diseases and Critical Care, University of Nebraska Medical Center, Omaha, Nebraska
| | - Mark Shapiro
- Providence Medical Group-Sonoma County, Santa Rosa California
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Borman-Shoap E, Li STT, St Clair NE, Rosenbluth G, Pitt S, Pitt MB. Knowing Your Personal Brand: What Academics Can Learn From Marketing 101. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1293-1298. [PMID: 31460918 DOI: 10.1097/acm.0000000000002737] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Academic departments are increasingly borrowing from the business world as they encourage faculty members to consider their personal mission, vision, and values statements in crafting their plans for engagement and advancement. Business organizations have long known that although doing the work necessary to refine these internal guideposts is important, failing to understand what consumers actually perceive about their product is detrimental. In the business world, perception is reality, and understanding the external shorthand of what consumers perceive-that is, the brand-is essential. Academic clinicians have a brand whether they take ownership of it or not. A faculty member's brand is both what their work (academic products) and how they do their work say about them to those who encounter it. In this Perspective, the authors explore the brand framework informed by marketing literature, and they outline a four-step process for faculty members to identify their own personal brands. The authors share how knowing one's academic brand can (1) help faculty members approach projects and other responsibilities through the lens of building or detracting from that brand, (2) provide a framework for determining how faculty members might best work within their institutions, and (3) help faculty members better understand and advocate their own engagement and advancement. The authors also share a paradigm for finding one's brand sweet spot at the intersection of passion, skill, and institutional need, and they propose how working outside of this sweet spot is a setup for failure.
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Affiliation(s)
- Emily Borman-Shoap
- E. Borman-Shoap is assistant professor and vice chair of education, Department of Pediatrics, University of Minnesota Masonic Children's Hospital, Minneapolis, Minnesota; ORCID: https://orcid.org/0000-0001-7514-7793. S.T.T. Li is professor and vice chair of education, Department of Pediatrics, University of California, Davis, Sacramento, California; ORCID: https://orcid.org/0000-0002-9104-912X. N.E. St Clair is associate professor and director, Pediatric Residency Global Health Track, Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin; ORCID: https://orcid.org/0000-0002-5741-8542. G. Rosenbluth is professor of pediatrics and director, Quality and Safety Programs, Office of Graduate Medical Education, University of California, San Francisco, School of Medicine, San Francisco, California. S. Pitt is brand strategist and marketing manager, General Mills, Golden Valley, Minnesota. M.B. Pitt is associate professor and associate chair, Faculty Development, Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota; ORCID: https://orcid.org/0000-0002-7123-2613
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Martin DR, Ankel F, Hemphill RR, Heron S, Khandelwal S, Merritt C, Westergaard M, Santen SA. Creating a Vision for Education Leadership. West J Emerg Med 2018; 19:165-168. [PMID: 29383075 PMCID: PMC5785187 DOI: 10.5811/westjem.2017.11.35301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/04/2017] [Indexed: 11/23/2022] Open
Affiliation(s)
- Daniel R Martin
- The Ohio State University, Department of Emergency Medicine, Columbus, Ohio
| | - Felix Ankel
- Healthpartners Institute, Bloomington, Minnesota
| | - Robin R Hemphill
- National Center for Patient Safety, Veterans Health Administration, Washington DC
| | - Sheryl Heron
- Emory School of Medicine, Department of Emergency Medicine, Atlanta, Georgia
| | - Sorabh Khandelwal
- The Ohio State University, Department of Emergency Medicine, Columbus, Ohio
| | - Chris Merritt
- Alpert Medical School of Brown University, Department of Emergency Medicine, Department of Pediatrics, Providence, Rhode Island
| | - Mary Westergaard
- University of Wisconsin, Department of Emergency Medicine, Madison, Wisconsin
| | - Sally A Santen
- Virginia Commonwealth University School of Medicine, Richmond, Virginia
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