Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

Abstract

Background

The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews.

Methods

Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later.

Results

Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth.

Conclusion

The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn.

• academic career development
• pediatric subspecialties
• fellowship training
• career guidance
• non-clinical skills

Acknowledgements

This curriculum is a result of the guidance under the Baylor College of Medicine, Master Teacher Fellowship Program and the Center for Research, Innovation, and Scholarship in Medical Education Executive. The authors would like to acknowledge Executive Vice Chair for Education, Gordon Schutze, MD, for his support and role as core faculty, Satid Thammasitboon, MD, MHPE and Linzhi Xu, PhD, for statistical analyses, B. Lee Ligon, PhD, for her editorial assistance and role as core faculty, as well as the other core and rotating faculty members, all of whom have contributed to the success of this curriculum. The authors would also like to thank Nancy Searle, EdD, Hossein Tcharmchi, MD, Juliana Nichols, MD, and Marc G. Schecter, MD, for playing integral roles in the design of the pilot curriculum.

Conflict of Interest and funding

The authors have no conflict of interest to disclose.