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Pathways to Medical Education: Faculty and Graduating Medical Student Career Choice
Pathways to Medical Education: Faculty and Graduating Medical Student Career Choice
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104716
- ISBN
- 9798293844623
- DDC
- 370
- 저자명
- Fahl, Corrinne.
- 서명/저자
- Pathways to Medical Education: Faculty and Graduating Medical Student Career Choice
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 134 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Gonzalez Canche, Manuel.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약Medical education research has focused heavily on the creation of physician scientists and the process of specialty choice. Interest in teaching by graduating medical students and how this may impact career choice has been little studied. The following dissertation analyzed first an eight-year set of data from the Association of American Medical Colleges' (AAMC) Graduating Medical Student Questionnaire to investigate career intentions and their relationship with medical school experiences. In order to further that understanding, interviews were conducted with current faculty. Strong relationships were identified between medical school electives and interactions with faculty and administration and the declared intention to teach. The interviews offered more detail about these relationships, stressing the importance of mentorship and opportunities to teach in medical school. They also gave insight into the lack of preparation they felt for faculty positions, the degree to which their decision making was underinformed, and ways in which they felt unsupported within their institutions. Introducing official mentoring programs for medical students and trainees, offering education about potential career paths, demystifying the faculty reappointment and promotion process, and ensuring support for faculty teaching activities are all ways that we can strengthen the faculty pipeline and increase retention of junior faculty.
- 일반주제명
- Education
- 일반주제명
- Higher education
- 일반주제명
- Health education
- 키워드
- Faculty
- 키워드
- Mentorship
- 키워드
- Teaching
- 기타저자
- University of Pennsylvania Higher Education
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798293844623
■035 ▼a(MiAaPQ)AAI32119925
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aFahl, Corrinne.
■24510▼aPathways to Medical Education: Faculty and Graduating Medical Student Career Choice
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a134 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Gonzalez Canche, Manuel.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aMedical education research has focused heavily on the creation of physician scientists and the process of specialty choice. Interest in teaching by graduating medical students and how this may impact career choice has been little studied. The following dissertation analyzed first an eight-year set of data from the Association of American Medical Colleges' (AAMC) Graduating Medical Student Questionnaire to investigate career intentions and their relationship with medical school experiences. In order to further that understanding, interviews were conducted with current faculty. Strong relationships were identified between medical school electives and interactions with faculty and administration and the declared intention to teach. The interviews offered more detail about these relationships, stressing the importance of mentorship and opportunities to teach in medical school. They also gave insight into the lack of preparation they felt for faculty positions, the degree to which their decision making was underinformed, and ways in which they felt unsupported within their institutions. Introducing official mentoring programs for medical students and trainees, offering education about potential career paths, demystifying the faculty reappointment and promotion process, and ensuring support for faculty teaching activities are all ways that we can strengthen the faculty pipeline and increase retention of junior faculty.
■590 ▼aSchool code: 0175.
■650 4▼aEducation
■650 4▼aHigher education
■650 4▼aHigher education administration
■650 4▼aHealth education
■653 ▼aFaculty
■653 ▼aMedical education
■653 ▼aMentorship
■653 ▼aTeaching
■690 ▼a0515
■690 ▼a0745
■690 ▼a0446
■690 ▼a0680
■71020▼aUniversity of Pennsylvania▼bHigher Education.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358533▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
