Creating Educational Leaders: Experiences with Two Education Fellowships in Emergency Medicine

Authors

  • Lalena M. Yarris MD, MCR,

    Corresponding author
    • Department of Emergency Medicine, Oregon Health & Science University, Portland, OR
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  • Wendy C. Coates MD

    1. Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, CA
    2. The David Geffen School of Medicine at UCLA, Los Angeles, CA
    3. The Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA
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  • The fellowship at LMY's institution is supported by the Oregon Clinical and Translational Research Institute (OCTRI), grant UL1 RR024140 from the National Center for Research Resources (NCRR), a component of the National Institutes of Health (NIH), and NIH Roadmap for Medical Research. The fellowship at WCC's institution is supported by the Harbor-UCLA Department of Emergency Medicine and the David Geffen School of Medicine at UCLA.

  • The authors have no potential conflicts of interest to disclose.

Address for correspondence and reprints: Lalena M. Yarris, MD, MCR; e-mail: yarrisl@ohsu.edu.

Abstract

Academic physicians aiming to build careers on the scholarship of teaching require specific career development opportunities designed to provide the skills necessary for successful advancement and promotion as clinician-educators and scholars. Completing this training prior to embarking on an academic career may facilitate a smooth transition to a faculty position and establish mentoring networks and research collaboratives. This article describes two pilot medical education fellowships that have been successfully implemented in separate and unique departments of emergency medicine (EM). By comparing and contrasting the curricula and incorporating the experiences of graduating 10 EM education fellows over the past decade, the authors propose a fellowship structure that may be adapted to meet the needs of medical educators in a broad variety of fields and disciplines.

Resumen

La Creación de Líderes de Formación: Experiencia de Dos Títulos Formativos en Medicina de Urgencias y Emergencias

Los médicos universitarios que aspiran a desarrollar sus carreras en docencia requieren el diseño de estrategias para desarrollar una carrera específica, las cuales deben proporcionar las habilidades necesarias para un desarrollo y promoción exitosa como formadores clínicos y docentes. El completar esta formación previamente a embarcarse en una carrera universitaria puede facilitar una transición progresiva a una posición universitaria, y establecer redes de trabajo y colaboraciones de investigación. Este artículo describe dos títulos piloto de formación médica que han sido satisfactoriamente implementados por separado en servicios de urgencias (SU) independientes. Mediante la comparación y el contraste de los planes de estudio y la incorporación de las experiencias de graduación de 10 profesores de formación de medicina de urgencias y emergencias en la pasada década, se propone una estructura de título que puede adaptarse a las necesidades de los formadores médicos en una amplia variedad de campos y disciplinas.

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