Health Professions Faculty for the Future Proceedings of a Workshop (2021) / Chapter Skim
Currently Skimming:
3 Building Pathways and Broadening Recruitment (Steps 1 and 2)
3 Building Pathways and Broadening Recruitment (Steps 1 and 2)
Pages 17-26
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 17... ...
Kathy Chappell introduced the moderator and speaker of the next session, Norma Poll-Hunter, senior director at the Association of American Medical Colleges, and John Paul Sánchez, director of the learning environment fellowship from the University of New Mexico, whose personal and professional experiences guided the participants through steps 1 and 2 of the framework. To begin, said Chappell, the title selected for these steps looks to build an early "pipeline" into health professions education, but it was brought to the attention of the planning committee while preparing for the workshop that a pipeline can be seen as a straight line into the health professions.
|
From page 18... ...
As a person of color, said S ánchez, these formal programs helped him in attaining his master in public health and his medical degree. Sánchez asked the other workshop participants to reflect on their own journeys and to share in the chat box responses to "When did you first gain formal guidance on becoming an educator or faculty member?
|
From page 19... ...
• I did not receive formal guidance when considering transition from clini cal work to academia. Honestly, was ill prepared for the experience … since then have unofficial mentors I use … one of whom is on this w ebinar.
|
From page 20... ...
16.1 64.4 Health Occupationsb (%) Community and Social Services Occupations Counselors 10.7 64.6 Social Workers 12.0 60.6 Life, Physical, and Social Sciences Occupations Psychologists 6.3 83.5 Health Diagnosing and Treating Practitioners Occupations Advanced Practice Registered Nursesc 4.5 84.0 Chiropractors 3.7 86.7 Dentists 6.1 74.8 Dietitians and Nutritionists 8.5 68.7 Optometrists 3.9 78.4 Pharmacists 3.7 70.4 Physicians 6.3 67.0 Physician Assistants 10.0 72.7 Occupational Therapists 4.0 83.8 Physical Therapists 4.8 77.8 a Population 16 years and older who are employed or seeking employment.
|
From page 21... ...
Workforce Demographics by Discipline, 2015 Population % Graduate Students % Clinicians % Faculty % Physician Assistant 30 10 11 10 Medicine 30 15 10 7 Dentist 30 12 7 15 NOTE: American Indian or Alaska Native plus Native Hawaiian and Other Pacific Islanders for data of census, graduates, and faculty. SOURCES: Presented by Sánchez, August 11, 2020; AAMC, 2020; NCCPA, 2020; U.S.
|
From page 22... ...
. Sánchez shared anonymous quotes from three potential faculty members that illuminate some of the factors that may prevent diverse students from considering faculty careers: • Self-doubt about being good enough: "I don't know that my grades are as stellar as they should be because I picture an academic teacher BOX 3-2 Key Points Made by Individual Participants Sánchez asked workshop participants to reflect on what factors they believe influence an individual's trajectory to a faculty career.
|
From page 23... ...
FIGURE 3-1b Adapted determinants of health and determinants of success in the academia framework. SOURCES: Presented by Sánchez, August 11, 2020; adapted from Satcher and Higginbotham, 2008.
|
From page 24... ...
. • Parents' view of clinical versus faculty careers: "I think a lot of people in our parents' generation, especially among Asian immi grants, see clinical practice as the ‘iron rice bowl.' Basically, once you get the training, you can keep on eating out of it with a steady income and steady job" (Zhang et al., 2017)
|
From page 25... ...
;1 BNGAP encourages trainees to transform this "tax" into "capital" by seeking writing fellowships or publishing opportunities. Finally, BNGAP helps trainees build career knowledge and skills through curricula that have been developed.
|
From page 26... ...
This type of conversation, said Sánchez, was fundamental for his journey, and it "does not require funding or protected time, and it is something really easy that we can all do." Chappell agreed with Sánchez, and added that at a certain point in a professional's career, it is a "professional obligation to reach back and pull somebody up the ladder." REFERENCES AAMC (Association of American Medical Colleges)
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.