Faculty Bibliography

The academic promotion process is best navigated from a mindset that emphasizes individual control in reaching the many landmarks along the way. Drawing on the established psychological theories of locus of control and self-efficacy, the authors propose parallels in concepts that faculty members seeking academic promotion should consider. By marking these points on their individual paths, faculty members can control their efforts to achieve academic promotion.

This AM Last Page provides a visual depiction of how to best implement successful hybrid learning practices in academic -medicine using the Community of Inquiry conceptual framework.

Medical education conferences have become a routine way to disseminate scholarly activity in the form of workshops, posters, or oral reports. Curricular developments, assessment tools, teaching innovations, and faculty development initiatives are just some examples of the submission types to medical education conferences. Just as it is important to uphold rigor and standards to the examination of medical education research publications, it is essential to have guidelines from which medical education conference abstracts are appraised, and there is a lack of written recommendations for this in the literature. We propose 12 tips to guide reviewers of such medical education conference abstracts with our structured approach.

Throughout their career, health professions students will undoubtedly be required to engage in teaching. Early exposure as students to learning theories, curriculum design, and practical teaching methods are beneficial, despite compacted curricular time. This quick fix describes the implementation of a one week elective in undergraduate medical education offered at two academic institutions over a five year period.

Academic health centers have a responsibility to foster professional development approaches and engagement environments for faculty to elevate both knowledge and sense of belonging as medical educators. This new educational methods submission depicts faculty development and engagement initiatives implemented at a single institution that were created and influenced by the psychological framework of Professional Identity Formation. The authors suggest ways that academic medical centers can draw upon the formation of these programs to best serve their faculty for cultivating development and engagement for professional growth.

BACKGROUND AND OBJECTIVES/OBJECTIVE:In March 2020, the coronavirus disease-2019 (COVID-19) pandemic caused many disruptions to usual operations and demands in excess of normal capacity at NYU Langone Hospital Long Island and NYU Long Island School of Medicine. Significant increases in volume of critically ill patients necessitated hospital administrators to redeploy faculty physicians and other staff to support other areas as a way of exercising option value. This commentary describes our experiences as 2 medical school deans and teaching professors where we recently applied the model of situational leadership during our redeployment as unit clerks on newly-created COVID patient care units at the height of the COVID-19 pandemic in our local area. Our experience yielded personal feelings of accomplishment and allowed us to exercise nonlinear thinking, which we believe contributed to greater staff operational efficiency, using principles of situational leadership during these hospital redeployment initiatives. KEY TAKEAWAYS/UNASSIGNED:Situational leadership is an effective management model for hospital academic leaders who are not routinely in clinical operations to initiate in emergency conditions when unprecedented working scenarios and feelings of staff uncertainty are occurring, while option value is being exercised with faculty/staff redeployment. Our experience led to increased self-actualization. We provide recommendations to health care administrators on how to better prepare for future faculty/staff redeployments in the hospital.