Abstract
Objective
As clinician educator tracks continue to gain popularity in graduate medical education, this report aims to fill a gap in the literature by providing a 14-year update on professional outcomes of participants in a psychiatry residency academic administrator, clinician educator (AACE) track and to compare these outcomes to non-track participants.
Methods
An anonymous web-based survey querying professional achievements was distributed to all graduates of a psychiatry residency training program from 2009 to 2022. Outcomes of AACE track participants and non-track participants were compared.
Results
Of 228 alumni contacted, 61% responded (n = 140). Eighty-seven percent of track participants responded (n = 74) while 41% of non-track participants responded (n = 45). Of track participants, 63% practice in academic settings with 57% having held administrative leadership roles, 49% educational leadership roles, and 39% national or regional leadership roles. Track graduates were academically engaged with 70% reporting at least one publication, 89% at least one presentation, and 93% attending at least one national meeting. In comparison, 31% of non-track participants practice in academic settings with 44% having held administrative, 29% educational, and 20% national or regional leadership roles. Thirty-nine percent have at least one publication, 75% at least one presentation, and 90% attended at least one national meeting. When compared to non-track participants, track participants were significantly more likely to have an academic affiliation and a higher number of publications and were more likely to hold national or regional leadership roles.
Conclusions
Track participants demonstrate longitudinal career success as clinician educators and academic administrators more so than non-track participants.
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Data Availability
The authors confirm that all data generated or analyzed during this study are included in this published article.
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Acknowledgements
The authors would like to acknowledge Dr. David Lewis for his ongoing support of the AACE track and residency education as a whole.
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One author is a member of the Steering Committee for AADPRT and Senior Director of the National Neuroscience Curriculum Initiative. One author has received grants from the National Institute of Mental Health and the American Association of Child and Adolescent Psychiatrists (AACAP) as well as research support to attend national meetings of the Society of Biological Psychiatry, AACAP, and the American College of Neuropsychopharmacology unrelated to this manuscript. One author has grants from the National Institute of Mental Health, SAMHSA, Brain and Behavior Foundation, and Baszuki Foundation as well as payment from AACAP and the University of North Carolina for academic work not related to this manuscript.
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Keil, M.A., Westbrook, C., Stephens, J.J. et al. Longitudinal Outcomes of a Resident Academic Administrator, Clinician Educator Track. Acad Psychiatry (2024). https://doi.org/10.1007/s40596-024-02004-7
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DOI: https://doi.org/10.1007/s40596-024-02004-7