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Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.
Acad Med. 2004 Mar; 79(3):258-64.AM

Abstract

PURPOSE

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference.

METHOD

In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine.

RESULTS

A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians.

CONCLUSIONS

Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

Authors+Show Affiliations

Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA. pathomas@jhmi.eduNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

14985201

Citation

Thomas, Patricia A., et al. "Results of an Academic Promotion and Career Path Survey of Faculty at the Johns Hopkins University School of Medicine." Academic Medicine : Journal of the Association of American Medical Colleges, vol. 79, no. 3, 2004, pp. 258-64.
Thomas PA, Diener-West M, Canto MI, et al. Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine. Acad Med. 2004;79(3):258-64.
Thomas, P. A., Diener-West, M., Canto, M. I., Martin, D. R., Post, W. S., & Streiff, M. B. (2004). Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine. Academic Medicine : Journal of the Association of American Medical Colleges, 79(3), 258-64.
Thomas PA, et al. Results of an Academic Promotion and Career Path Survey of Faculty at the Johns Hopkins University School of Medicine. Acad Med. 2004;79(3):258-64. PubMed PMID: 14985201.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine. AU - Thomas,Patricia A, AU - Diener-West,Marie, AU - Canto,Marcia I, AU - Martin,Don R, AU - Post,Wendy S, AU - Streiff,Michael B, PY - 2004/2/27/pubmed PY - 2004/3/18/medline PY - 2004/2/27/entrez SP - 258 EP - 64 JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med VL - 79 IS - 3 N2 - PURPOSE: Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. METHOD: In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. RESULTS: A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. CONCLUSIONS: Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers. SN - 1040-2446 UR - https://www.unboundmedicine.com/medline/citation/14985201/Results_of_an_academic_promotion_and_career_path_survey_of_faculty_at_the_Johns_Hopkins_University_School_of_Medicine_ L2 - http://dx.doi.org/10.1097/00001888-200403000-00013 DB - PRIME DP - Unbound Medicine ER -