1. Advancing Educators and Education: The Role of Academies Haile T. Debas Academy of Medical Educators Celebration of New Members September 24, 2012 Blohm

2. WHY Are a Quarter of Faculty Considering Leaving Academic Medicine?

3. Why Are a Quarter of Faculty Considering Leaving Academic Medicine? 26 U.S. Medical Schools 2007-2009 52% response rate Surveyed about:  Engagement  Advancement  Relationships  Diversity  Equity  Leadership  Institutional values  Work-life integration 14% seriously considered leaving institution, 21% academic medicine due to dissatisfaction Pololi LH et al. Why Are a Quarter of Faculty Considering Leaving Academic Medicine? A Study of Their Perceptions of Institutional Culture and Intentions to Leave at 26 Representative U.S. Medical Schools. Acad Med. 2012;87:859–869.

4. Why? Pololi et al. 2012 Primary role is research Low institutional support High ethical/moral distress Younger faculty Having MD degree Low relatedness/inclusion Low engagement Low self-efficacy Low values alignment High leadership aspirations High URMM equity Low school commitment to improve support for faculty Factors associated with leaving institution only Shared Factors Factors associated with leaving academic medicine

5. Academies… Primary role is research Low institutional support High ethical/moral distress Younger faculty Having MD degree Low relatedness/inclusion Low engagement Low self-efficacy Low values alignment High leadership aspirations High URMM equity Low school commitment to improve support for faculty Recognize Promote Support Mentor Create Community Pololi et. al. 2012 Develop

6. The Academy Movement “…teaching faculty members [in academies] have a new set of colleagues from across the school who share a common passion for teaching and who are being mentored in teaching and scholarship. Academies provide a second academic ‘home.’” Irby DM, Cooke M, Lowenstein D, Richards B. The academy movement: A structural approach to reinvigorating the educational mission. Acad Med. 2004;79:729 –736.

7. Characteristics of Academies Searle et al. 2010  2008 national survey (122 schools, 96% rr)  36 Academies  Nomination – 50% self nomination  Selection of members  69% standards-referenced vs. normative  22% used peer review  Criteria: Quality of teaching, educational leadership, development of ed. Materials, publications, ed. Research efforts Searle NS et. al. The prevalence and practice of Academies of Medical Educators: A survey of U.S. Medical Schools. Acad Med. Jan 2010

8. Academies Goals Data from Searle et al. 2010

9. Benefits to the Institution Data from Searle et al. 2010

10. Benefits for Members Data from Searle et al. 2010

11. How do academies differ? and What words do they use?

12. Declaration of Independence

13. Greenpeace

14. Haile T. Debas Academy of Medical Educators Mission: To support and advance the teaching mission of the UCSF School of Medicine and the people who carry it out. Goals:  Enhance the status of teachers  Promote and reward teaching excellence  Foster curricular innovation  Encourage scholarship in medical education

15. UCSF Academy of Medical Educators - MISSION

16. UCSF Academy of Medical Educators WEBSITE TEXT

17. Harvard Medical School Academy “About” Page (Goals)

18. Mount Sinai School of Medicine, Institute for Medical Education – Mission & Goals

19. Louisiana State University Academy for the Advancement of Education Scholarship Mission, Vision, Purpose

20. University of North Carolina School of Medicine Academy of Educators Mission

21. What are the greatest benefits/rewards the AME can provide to medical educators (members and non- members in all health professions)? ① Opportunity to collaborate with others educators ② Mentorship as an educator ③ Networking opportunities ④ Medical education research guidance (design, statistical analysis) ⑤ Opportunities for skill development (teaching, curriculum design, program assessment, leadership) ⑥ Guidance in the promotions process ⑦ Monetary (Grants, protected time, development programs) ⑧ Recognition for work as an educator ⑨ Belonging to a supportive group of peers ⑩ Other

22. Mentorship as an Academy Goal

23. National Mentorship Survey Palepu et. al. 1998 National survey, 1808 faculty responded (60%rr) 54% junior faculty mentored and they: Perceived more institutional support for teaching, research & administration Allocated more time to research each week (28% vs. 15%) Were more satisfied at work (62.6% vs. 59.5%) Better research skills Palepu A, Friedman RH, Barnett RC, Carr PL, Ash AS, Szalacha L, Moskowitz M. Junior faculty members’ mentoring relationships and their professional development in US medical schools. Acad Med 1998; 73:318-23.

24. Junior Faculty’s Perspective Chew et. al. 2003 Survey - all 162 junior faculty (75% rr) at University of Washington School of Medicine 36% considered themselves to be mentored Adjusted for age, years on faculty, and fellowship training Mentored faculty were more likely to be men (OR 2.9) and clinician-scientists (OR 10.3) Mentored clinician-educators spent more time on scholarly activity (20.6% vs 11.5%, p<0.01) Chew LD et al. Junior Faculty’s Perspectives on Mentoring. Acad Med. 2003;78:652.

25. Does Mentoring Matter? Feldman et. al. 2010 UCSF Study Baseline survey prior to large mentoring program Survey 852 junior faculty (all health professions) 56% rr, N=464 2/3 had a mentor, 28% needed help Having a mentor was associated with …  greater satisfaction with time allocation at work  Higher academic self-efficacy scores (reported in several studies) Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university. Medical Education Online 2010, 15: 5063

26. Faculty Retention and Success Reis et. al. 2012 UCSD School of Medicine National Center of Leadership in Academic Medicine 1998-2005 Faculty development workshops + lots of mentoring Matched participants to non-participants 67% vs. 56% retention new assistant professors after 8 years (AAMC: 43% 10 yr retention) Greater academic success (awards, grants, teaching/mentoring, publications) Ries A, Wingard D, Gamst A, Larsen C, Farrell E, Reznik V. Measuring Faculty Retention and Success in Academic Medicine. Acad Med. 2012;87:1046–1051.

27. Peer Mentoring Lord et. al. 2012 6 assistant professor clinician educators in Psychiatry (4 yrs) Qualitative analysis of interviews and survey showed increased/improved… Workplace satisfaction Social connection Professional/scholarly productivity Involvement in professional activities Opportunity for peer discussions in a safe environment Accountability and motivation collaboration with other group members Lord JA, Mourtzanos E, McLaren K, Murray SB, Kimmel RJ, Cowley DS. A peer mentoring group for junior clinician educators: four years' experience. Acad Med. 2012 Mar;87(3):378-83.

28. In Business Increased retention and job satisfaction Mentor programs are more likely to succeed if mentors are rewarded/recognized

29. Primary role is research Low institutional support High ethical/moral distress Younger faculty Having MD degree Low relatedness/inclusion Low engagement Low self-efficacy Low values alignment High leadership aspirations High URMM equity Low school commitment to improve support for faculty Mentorship Factors associated with leaving institution only Factors associated with leaving academic medicine

30. "My chief want in life is someone who shall make me do what I can.” Ralf Waldo Emerson

31. Blohm, MD Thank You Cynthia Ashe Karen Brent Dr. Molly Cooke Dr. Helen Loeser Dr. Patricia O’Sullivan