Background: New hospitalists can often feel overwhelmed by learning system practices, navigating difficult dispositions, and managing difficult patient and family relationships. This can lead to increased length of stay1, increased burn out, and a feeling of lack of mentorship. Purpose: We hypothesized that weekly meetings between a hospitalist director and a junior faculty hospitalist to [...]

Background: Across the field of Hospital Medicine, there is a “call to arms” to build robust faculty development programs(1). Medical education and clinical teaching are common career interests for early career hospitalists (ECH), defined as hospitalists ≤5 years since postgraduate training. ECH often pursue academic positions to explore an interest in medical education, but find [...]

Background: In 2013, the American Academy of Pediatrics’ position statement, “Guiding Principles for Pediatric Hospital Medicine (PHM) Programs,” emphasized the importance of professional development for each PHM physician. However, little is published about PHM physicians’ perspectives on professional development. The objectives of this study were to explore pediatric hospitalists’ perceptions of professional development needs, desired [...]

Background: New hospitalists can often feel overwhelmed by learning system practices, navigating difficult dispositions, and managing difficult patient and family relationships. This can lead to increased length of stay1, increased burn out, and a feeling of lack of mentorship. Purpose: We hypothesized that weekly meetings between a hospitalist director and a junior faculty hospitalist to [...]

Background: Mentorship can help accelerate career advancement and professional development for pediatric hospitalists; thus, many Pediatric Hospital Medicine (PHM) divisions are creating formal mentorship programs. However, it is not currently known how many PHM divisions have mentorship programs or what aspects of mentorship are needed for hospitalists. Our study aimed to understand the current landscape [...]

Background: Mentorship is key to successful, satisfying, and engaging academic careers. Models for mentorship and faculty development exist, but are often resource-intensive and focused on achieving success in research. Establishing mentorship in hospital medicine has been challenging given most programs have relatively few senior faculty, and most new hospitalists are recent residency graduates with little [...]

Background: Writing and presenting case reports provides opportunity for scholarly activities and promotes scientific writing and critical thinking. This study assesses Internal Medicine residents’ perceived benefits, challenges, and barriers regarding writing and presenting case reports. Methods: A Qualtrics survey was emailed to total 125 Internal Medicine Residents of the Medical College of Wisconsin. The survey [...]

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: Emerging evidence demonstrates that medical mentorship programs are beneficial in creating the ideal learning environment, in career guidance, and mentee wellness. The majority of current studies on medical mentorship are focused on relationships between resident and attending physicians in procedural-oriented specialties; there are minimal studies with the resident as mentor. Purpose: With the goal [...]

Background: Mentoring skills are valuable assets for academic medicine faculty, who support academic excellence including scholarly productivity of the next generation of physicians. But mentoring students and residents in scholarly projects is often challenged by increased clinical, administrative, research, and other educational demands on medical faculty. And since clinician educators rarely receive training on the [...]