Background: There are few hospitalist-specific training supports for writing clinical vignettes and case reports. This can limit participation in academic scholarship and opportunities to share informative cases encountered in everyday practice. Efforts to build hospitalists’ scholarly writing capacity—particularly for junior faculty—must effectively counter modifiable barriers including perceived lack of knowledge and ability. Purpose: Our Division […]

Background: The transition from internal medicine resident to early-career hospitalist signals the end of structured clinical feedback in the residency training model. This abrupt transition can impact well-being and the continued formation of self-directed learning skills. In addition, studies have shown an association between practicing in the first year as a hospitalist and inferior patient […]

Background: Promoting scholarship and mentorship among trainees and faculty is important for individual career development. Faculty who mentor trainees in improving scholarship performance, help improve their own academic and professional growth. However, many barriers limit faculty engagement in mentoring trainees, including limited time and lack of accessible resources, institutional/leadership support, formal training, and faculty development/structured […]

Background: Black, Indigenous, and Peoples of Color (BIPOC), other underrepresented minority (URM) individuals, and women have been historically underrepresented in scholarly writing and research. Junior faculty members may face similar experiential, psychological, and logistical barriers to scholarly participation. We sought interventions to improve hospitalists’ scholarly writing production, specifically those tailored for women, BIPOC, and other […]

Background: It is well established that there is a persistent gender gap in promotion in academic medicine despite an equal number of male and female medical students for the past 20 years. Possible mediators of this gender gap include differences between men and women in years on faculty, measures of productivity such as number of […]

Background: There has been relatively little published regarding the transition from residency to faculty appointments. The learning curve during this transition is steep given the sudden increase in responsibility and is fraught with anxiety and trepidation. Given the high burnout and attrition rates within Hospital Medicine divisions, we sought to combat this through a structured […]

Background: Peer feedback facilitates clinician growth, but obtaining feedback is challenging in inpatient settings where provider teams switch frequently. Often supervisors only hear of extremely positive or negative behaviors. Currently, there is no validated evaluation tool for hospitalist faculty. Historically, our group’s method for soliciting peer evaluations for 180+ staff resulted in 30-40 completed evaluations […]

Background: Currently, there are over 50,000 practicing hospitalists. As it remains a popular career choice for graduating residents, the field has seen a rapid rise in the number of junior faculty. However, there continues to be a gap in those who have advanced to senior academic rank, namely associate or full professor. It is well […]

Background: Scholarly publication is key to success in academic medicine, but busy clinicians need support to build scholarship capacity. Most hospitalists across the country engage in clinical work but have few cost-effective options to disseminate clinically focused work in mainstream journals. Our Division of Hospital Medicine continually encourages publication of research, quality improvement, and medical […]

Background: Effective feedback is essential for learners to develop skills needed to provide quality patient care and to work productively on teams. Hospitalists supervising students and residents are an important source of feedback, yet must balance teaching with the demands of direct patient care and other non-clinical obligations. 84% of 812 hospitalists in a national […]