Specialty Training Perspective of the ABVS
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Transcript of Specialty Training Perspective of the ABVS
®
Specialty Training
Perspective of the ABVS
Dr. Beth Sabin, Assistant DirectorEducation and Research Division
®
RVSOs
ACVPM (1951) ACVP (1951) ACLAM (1957) ACVR (1962) ACVM (1966) ACVS (1967) ABVT (1967) ACVO (1971) ACVIM (1972) ACT (1971)
ACVA (1975) ABVP (1978) ACVD (1982) ACZM (1983) ACVN (1988) AVDC (1988) ACVECC (1989) ACVCP (1990) ACPV (1991) ACVB (1993)
®
International Specialty
Organizations ABVS encourages collaboration between RVSOs
and veterinary specialty organizations elsewhere. ABVS would require detailed justification from RVSO
before it will accept full reciprocity with an international specialty organization.
Reciprocity is possible with specific portions of training programs.
RVSO-approved training may be supervised by a non-RVSO diplomate.
®
Standard 9—Faculty
Academic positions must offer the security and benefits necessary to maintain stability, continuity, and competence of the faculty. Part-time faculty, residents, and graduate students may supplement the teaching efforts of the full-time permanent faculty if appropriately integrated into the instructional program.
COOPERATIVE COOPERATIVE ARRANGEMENTS FOR ARRANGEMENTS FOR
TRAINING SPECIALISTSTRAINING SPECIALISTS
Charles G. MacAllisterCharles G. MacAllister
Department of Veterinary Clinical Department of Veterinary Clinical SciencesSciences
Oklahoma State University Oklahoma State University
Center for Veterinary Health SciencesCenter for Veterinary Health Sciences
SummarySummary
AAVMC member institutions are AAVMC member institutions are providing 82% of the 2007 VIRMP providing 82% of the 2007 VIRMP residency positions.residency positions.
These are These are our training positions.our training positions. We have the ability to influence We have the ability to influence
who we train and what we train who we train and what we train them for.them for.
““Grow Our Own” ProgramGrow Our Own” Program
ChallengesChallenges– Identifying the traineeIdentifying the trainee– Identifying a training site with current Identifying a training site with current
space for an additional residentspace for an additional resident– Making the matchMaking the match
Two faculty groups to approve residentTwo faculty groups to approve resident– Home faculty approving faculty recruitmentHome faculty approving faculty recruitment
Formal interviewFormal interview– Training school specialty group accepting the Training school specialty group accepting the
residentresident Travel for interviewTravel for interview
““Grow Our Own” ProgramGrow Our Own” Program
Negatives and Risks?Negatives and Risks?– Costly ($140,000/resident)Costly ($140,000/resident)– May not remain on faculty after contract May not remain on faculty after contract
period expires?period expires?– May not honor contract?May not honor contract?– Others may attempt to buy out their Others may attempt to buy out their
contract?contract?– May not become a successful faculty memberMay not become a successful faculty member– Junior/inexperienced facultyJunior/inexperienced faculty
Not yet board certifiedNot yet board certified
SummarySummary
Cooperative training agreements Cooperative training agreements (in some form) have the potential (in some form) have the potential to provide additional specialists to provide additional specialists for academic positions.for academic positions.
Could we offer select residencies Could we offer select residencies with a requirement to provide 3-with a requirement to provide 3-years as a faculty member in an years as a faculty member in an AAVMC member college??AAVMC member college??
The Scientific Component to Residency Training
Kent LloydSchool of Veterinary Medicine, UC Davis
Veterinary Teaching Hospitals and The Future of Clinical Veterinary Medical Education
November 9-11, 2006 ♦ Kansas City, MO
“…“…the Veterinary Teaching Hospitals are the the Veterinary Teaching Hospitals are the fertile ground fertile ground for for growing veterinary academic faculty.”growing veterinary academic faculty.” (AAVMC, 2006)(AAVMC, 2006)
Residency train(ing) is either…
…a fork in the road
…getting off track
or
Research training sufficient for vetmed Matriculate can choose practice or academia Boards sufficient credentials for academia Hospitals benefit from strong clinical program
Residents underused pool of grad students Matriculates choosing practice over academia Boards are not evidence of scientific excellence Strong science drives clinical excellence
privatepractice
academia
So, what are some possible solutions?
Reasonable and balanced allocation of clinical responsibilities
Coordinated and structured research time
Mentorship: clinical in the clinic; non-clinical in the laboratory
Select for and foster the academically-inclined clinical resident
Opportunities for alternative career choices
Example 1: Resident Research Program, Center for Companion Animal Health
Competitive awards program
Maximum funding of $4000 per award
Eligible for multiple awards during tenure
Research topics related to health problems of companion animals
3 “calls” for research applications throughout the year
Review and notification approximately 2 mos after submission
Faculty mentor – resident mentee relationship key
Example 2: Equine Resident Research Funding Program, Center for Equine
Health
One-time $4000 research “credit line”
Non-competitive; applications any time
Mentor can come from anywhere on campus
Reviewed by scientific advisors, feedback, advice…2 mos
If approved, project completion expected within 12-15 months
If unapproved, application can be revised (2 times) according to critique and resubmitted for reconsideration and funding
Example 3: Master of Preventive Veterinary Medicine (MPVM) degree
Component of specific residency programs: -Food Animal Reproduction and Herd Health -Dairy Production Medicine
One year coursework and capstone experience
Disease and production problems in animal populations
Degree awarded with residency certificate of completion
Example 4: Academic Residency - Board-certification and PhD
Equine medicine or surgery
Supported by The Gregson Fellowship
5 years (3 y clinical, 2 y classes and lab)
Selection criteria include academic proclivities
Highly structured, coordinated, mentored
Reciprocal investment - Board Certification and PhD
Example 5: PRIME Program
The Primary Medical Education (PRIME) Program
Clinical research training during human clinical medicine residency
UCSF-VAMC: 2 year program of clinical and research training
Didactic lecture, journal clubs, work-in-progress sessions
Complements evidence based medicine approach to clinical training
The Scientific Component to Residency TrainingS.W.O.T. Analysis
Strengths:
Attracts the best of the best Produces outstanding competitors Incredibly vast intellectual resource
Opportunities:
Seek & select the academically suited Invest, coordinate, mentor Collaborate across virtual boundaries
Weaknesses:
Victims of our success….clinically Few academically inclined residents Breadth & depth incompatible with academia
Threats:
Failure of veterinary teaching hospital Few DVM trained faculty in vet schools Profession neglects its self-renewal
Private Specialty Practices Private Specialty Practices and Veterinary Teaching and Veterinary Teaching
HospitalsHospitalsPartners in the 21Partners in the 21stst
CenturyCenturyReuben Merideth, Reuben Merideth,
DVM,DACVODVM,DACVO
2121
SummarySummary
2002 9 locations in 4 states, 8 2002 9 locations in 4 states, 8 DACVODACVO
2006 26 locations in 9 states, 18 2006 26 locations in 9 states, 18 DACVODACVO
80,000+ Examinations80,000+ Examinations10,000 + surgeries10,000 + surgeries
Affiliated with 8 Multi-specialty Affiliated with 8 Multi-specialty centerscenters
The World is Flat & ECFAThe World is Flat & ECFA
Diagnostic Images interpreted in Diagnostic Images interpreted in SeattleSeattle
Real time histopathology reviews Real time histopathology reviews from Canadafrom Canada
Avian lecture from GermanyAvian lecture from Germany Grand Rounds from 8 USA locationsGrand Rounds from 8 USA locations Centralized databaseCentralized database
Cooperation Between Cooperation Between Specialty Practices & VTHsSpecialty Practices & VTHs
Comparison of StrengthsComparison of Strengths and Weaknesses and Weaknesses
PSP strengthsPSP strengthsLocationLocation
SalariesSalaries
FlexibilityFlexibilityBudgetBudget
PSP weaknessesPSP weaknessesResearch Research
Future StaffFuture Staff
VTH weaknessesVTH weaknessesLocationLocationSalariesSalariesLess FlexibilityLess FlexibilityBudgetBudget
VTH strengthsVTH strengthsResearchResearchStudents,Students,Interns, Interns, ResidentsResidents
ECFAECFACooperation with VTHsCooperation with VTHs
Teaching Veterinary StudentsTeaching Veterinary Students Intern RotationsIntern Rotations Resident TrainingResident Training LecturingLecturing Histopathology RegistriesHistopathology Registries Cooperative ResearchCooperative Research Donations to VTHsDonations to VTHs
Meeting the Demand for Future Faculty
Richard W. Valachovic, DMD, MPHExecutive Director
American Dental Education Association
Association of American Veterinary Medical Colleges Symposium
November 11, 2006Kansas City, MO
Demographics of 2004-05 U.S. Dental
School Faculty Workforce* 4,736 full-time; 5,097 part-time; and 1,791 volunteer
faculty members (status of 91 not reported)
74% male; 26% female
78% white/Caucasian; 11% Asian/Pacific Islander; 5% Hispanic/Latino; 4% black/African American; 2% other
Mean and median age: 52 years
Faculty 30 years or younger: 3% of total 31-40 years: 18% 41-50 years: 23% 51-60 years: 31% Over 60 years: 25%
*Source of all data is annual ADEA survey of the dental education workforce.
Faculty Separations
Reasons varied by rank: Most faculty who retired were full
professors (37% of total) or associate professors (30%).
Those entering private practice were primarily at lower academic rank: assistant professors (52% of total) and instructors (33%).
The Problem
Average Age of Dental School Faculty
Assistant Professor: 47Associate Professor: 55
Professor: 60
30% of current faculty are likely to retire over the next decade,
creating over 3,400 vacant positions.
Key Factors
Current vacancies unfilled “Graying” of current faculty Younger faculty departing for private practice Extremely small number of current students
indicate interest in entering academia (around 1%)
Sources of New Faculty, 2004-05
Private practice 62%
Out of residency 16%
Another dental school 14%
Dental school graduation 7%
Military service 2%
ADEA’s Strategic Directions
#1 is “recruitment, development, retention, and renewal of dental and allied dental faculty”
Specific ADEA Initiatives
Academic Dental Careers Fellowship Program
ADEA with AADR, funding from ADA Foundation Focus on recruitment of students into academic careers Year-long fellowship program to prepare 10 students each
year to enter academia Training students in educational experiences, including
teaching and research Training faculty in mentoring Longitudinal assessment to determine impact and guide
future directions Establishment of alumni program for continued mentorship First fellows and faculty mentors selected in June 2006;
program kickoff in July 2006
A Collaboration to attract transition faculty and to retain new faculty
ITL Program for Dental School Faculty
Three-phase program including Teaching methods (17 topics) Career development (12 topics) Academic environment (9 topics)
Residential sessions take place in academic dental institutions, providing a real-life context for the learning experience.
Faculty of nationally recognized experts in education, curriculum, leadership, and higher education administration, as well as faculty of the host institution
Programs begin in summer 2006 at University of Missouri-Kansas City School of Dentistry University of Medicine and Dentistry of New Jersey-New
Jersey Dental School University of North Carolina at Chapel Hill School of
Dentistry
Making the Academy More Attractive to New Teacher-Scholars
The Future of Clinical Veterinary Medical Education
Association of American Veterinary CollegesNovember 11, 2006
Cathy A. Trower, Ph.D.
Who is Gen X?
Born between 1965 and 1980. Skeptical. Believe parents suffered VDD – vacation deficit disorder.
“Give me balance now, not when I’m 65.” “If they can’t understand that I want a kick-ass career and a
kick-ass life, then I don’t want to work here.” “Why does it matter when I come and go, as long as I get the
work done?”
Willing to work hard but wants to decide when, where, and how.
Lancaster & Stillman (2002). When Generations Collide.NY: HarperCollins Publishing Inc.
Traditionalist
1900-1945
Boomer
1946-1964
Gen X
1965-1980
Chain of command Change of commandSelf-command
Collaborate
Build a legacy Build a stellar careerBuild a portable career
Satisfaction of a job well-done
Money, title, recognition, corner office
Freedom
Job changing carries a stigma.
Job changing puts you behind.
Job changing is necessary.
If we give in to demands for flexibility, who will do the work?
I can’t believe the nerve of those X’ers – they want it all!
I’ll go where I can find the lifestyle I’m seeking.
If I’m not yelling at you, you’re doing fine.
Well-documented feedback, once a year.
Sorry to interrupt again, but how am I doing?
Female Students
In making job choices, female students placed significantly more importance than male students on:
1. Flexibility of the work schedule
2. Time for family/personal obligations
3. Employment opportunities for spouse or partner
4. Teaching load
5. Geographic location
Male Students
In making job choices, male students placed significantly more importance than female students on:
1. Opportunity for recognition
2. Quality of the department
3. Quality of the institution
4. Opportunity to work with a leader in their field
5. Level and quality of students
Structural Challenges
Tenure policies Rigid One-size-fits-all 6 years, up or out Coincides with biological clock for women
Tenure criteria and standards Ambiguity Shifting/rising bar Mixed messages from senior faculty Unreasonable?
Structural Challenges
Difficulty balancing work life and home life Lack of time for research Lack of high quality, on-site childcare Importance of family and community for persons
of color not respected
Lack of formal mentoring Difficult to establish relationships and
collaborations with senior faculty unless you are so anointed [‘golden boy’] coming in
Deans, Chairs, and Senior Faculty Play a Pivotal Role in Culture
Pay attention to…a. Current polices and practices
b. Academic culture
Revise policies & practicesa. “Life-friendly”
b. Clarity
c. Transparency
d. Flexibility
e. Equity
f. Mentoring
g. Collaboration
h. Leave/research time/’protection’ from service
If Harvard Can, You Can
“It is time for the university…to realize that facilitating faculty efforts to achieve work-life balance does not just require providing better access to childcare, leave, and tenure-clock policies….
It requires a willingness to reconsider the way that we do business on a day-to-day basis, and to recognize that practices that evolved when… faculty were available on a round-the-clock basis…are having a counterproductive impact today.” – Lisa Martin, Senior Advisor to the A&S Dean on Diversity Issues
R. Wilson, The Chronicle of Higher Education, 11/3/06, p. A10