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- W2525638412 abstract "To the Editor: Factors influencing the design and delivery of medical education remain in flux,1 with significant debate regarding how to incorporate technology into the training of the next generation of physicians. A call to update how we best train and teach medical students, residents, and fellows can be heard in multiple medical arenas, including pathology.2 One consensus point is to advocate for enhanced educational outreach across medical education via novel methodologies, including simulations, Web-based learning, smartphone app development, and video-based instruction to help narrow the knowledge gap in pathology.3 Expansion of the educational arsenal has helped redefine faculty within the clinician–educator career track, creating a “quadruple threat” faculty member who can provide high-level patient care while also performing research, managing administrative tasks, and developing ways to reach trainees via cutting-edge educational portals. However, the rubrics by which individuals in the clinician–educator track pathway are promoted within academic medicine have not kept pace with technology.4 The emphasis for academic promotion remains steadfastly bound to quantitative and qualitative measures of numbers of manuscripts published in peer-reviewed medical journals, often summarized by a single number like the Hirsch index (h-index).5 This results in junior faculty mainly being encouraged to pursue “old-fashioned” approaches to teaching, research, and clinical care. We call upon our senior faculty members, pathology chairs, and medical school deans to create a contemporary formula that incorporates innovative educational projects as part of the faculty promotion process. Pioneering this pathway will demonstrate a true commitment not only to the faculty members engaged in such vanguard pursuits but also to the trainees that routinely utilize such technologies in their daily practice and educational development. Garrett S. Booth, MD, MSAssistant professor, Department of Pathology, Microbiology & Immunology, Vanderbilt University Medical Center, Nashville, Tennessee; [email protected] Eric A. Gehrie, MDInstructor, Department of Laboratory Medicine, Yale University School of Medicine, New Haven, Connecticut." @default.
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- W2525638412 date "2016-10-01" @default.
- W2525638412 modified "2023-09-25" @default.
- W2525638412 title "Clinician–Educator Track Career Advancement in Academic Medicine: Time to Update the Scoresheet" @default.
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- W2525638412 doi "https://doi.org/10.1097/acm.0000000000001336" @default.
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