Abstract

In the past forty years, clinician-educators have become indispensable to academic medicine. Numerous clinician-educator-training programs exist within graduate medical education (GME) as clinician-educator tracks (CETs). However, there is a call for the clinician-educator pipeline to begin earlier. This work aims to identify and characterize clinician-educator track-like programs (CETLs) available in undergraduate medical education (UME). We developed an algorithm of 20 individual keyword queries to search the website of each U.S. allopathic medical school for CETLs. We performed the web search between March to April 2021 and repeated the search between July and September 2021. The search identified CETLs for 79 (51%) of the 155 U.S. allopathic medical schools. The identified CETLs commonly address the clinician-educator competency of educational theory (86%, 68/79), are formally organized as concentrations or analogous structures (52%, 41/79), and span all four years of medical school (37%, 29/79). The prevalence of CETLs varies with geography and medical school ranking. We provide an overview of the current state of CETLs as assessed from institutional websites. To create a future with a sustainable output of skilled clinician-educators, UME must continue to increase the number and quality of CETLs.

Details

Title
The pipeline starts in medical school: characterizing clinician-educator training programs for U.S. medical students
Author
Bahar, Ryan C 1 ; Aidan W O’Shea 2 ; Li, Eric S 1   VIAFID ORCID Logo  ; Swallow, Madisen A 1 ; Allocco, August A 1 ; Spak, Judy M 3 ; Hafler, Janet P 4 

1  School of Medicine, Yale University, New Haven, CT, USA 
2  School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA 
3  Yale School of Medicine, Cushing/Whitney Medical Library, New Haven, CT, USA 
4  Yale School of Medicine, Teaching and Learning Center, New Haven, CT, USA 
Publication year
2022
Publication date
Dec 2022
Publisher
Taylor & Francis Ltd.
e-ISSN
10872981
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1080/10872981.2022.2096841
ProQuest document ID
2896552662
Copyright
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.