The number of academic hospitalists in the United States has grown rapidly, but few data exist regarding this workforce. We describe the current demographics, academic productivity, and promotion rates among academic hospitalists.
We performed a cross‐sectional e‐mail survey of academic hospitalists at 17 U.S. medical centers. We used simple statistics to describe responses to questions and carried out multivariable models to determine factors associated with reports of academic productivity, satisfaction, and burnout.
The survey was completed by 266 of 420 hospitalists (63%). Fifty‐four of the respondents were male, 12% were hospitalist group leaders, 82% worked at a university hospital, 92% trained in internal medicine, 17% were hired within the past 6 months, and 54% felt that their residency training adequately prepared them for a career in academic medicine. Most were less than 40 years old and more than half had been in academic medicine fewer than 5 years. Respondents identified their primary nonclinical role as non‐teaching (12%), investigator (12%), administrator (13%), and educator (64%). Fifty‐seven percent reported having 20% or less of work time protected for scholarly activity, and 20% spent more than 80% of their time performing patient care on nonteaching clinical services. Fifty‐one percent, 74%, and 76% had never first‐authored a peer‐reviewed publication, presented medical grand rounds locally, or presented grand rounds at another institution, respectively. Seventy‐five percent and 44% had not led a teaching session or presented an oral abstract or poster at a national meeting. Of the respondents, 62% and 67% felt confident in their teaching ability and their learner evaluation skills, respectively. Forty‐two percent of academic hospitalists reported having a mentor. Of the respondents, 31%, 53%, 10%, and 4% were at the instructor, assistant professor, associate professor, or professor level, respectively (1 % adjunct faculty). Thirty‐five percent rated their understanding of the criteria for promotion as fair or poor, including those promoted. After adjustment in multivariable models, 20% or more protected time was associated with publication success. Clinician investigators reported fewer barriers to academic success, although few hospitalists of any career path (investigator, educator, administrator) were promoted to full professor.
A substantial number of hospitalists trained in internal medicine and working in university hospitals lack teaching and academic skills. As a result, traditional early career goals essential to promotion, (presenting at national meetings, publishing, and teaching experiences) are lacking. These findings suggest that improving mentorship and early career support for academic hospitalists may improve the likelihood of academic success among junior faculty.
M. Reid, none; G. Misky, none; R, Harrison, none; A. Auerbach, none; J. Glasheen, none.