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: 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: Women represent half of our new physicians being added to practice, however the growth of women in leadership positions has lagged. Women physicians have higher burnout scores and higher suicide rates than male physicians. Women physicians deliver high quality healthcare as evident in surgical, emergency medicine, and hospital based outcome studies. Studies suggest that [...]

Background: Academic hospitalists aspire to be highly effective teachers and must demonstrate excellence in teaching to be promoted. Internal Medicine (IM) residency programs increasingly rely on such hospitalists to supervise residents when they are on inpatient service. Accordingly, outstanding resident teaching and evaluations are imperative to the advancement of academic hospitalists and the success of [...]

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: 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: 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 [...]