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Both Feet In: Maintaining an Academic Focus During the Transition from Residency to a First Military Assignment

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Abstract

Objective

Maintenance of an academic focus is difficult for military residents transitioning into their first duty assignment.

Method

Building upon previous work on this subject, the authors present an updated and expanded junior faculty development model organized around seven overlapping domains: mentorship, scholarship, research, career planning, openness to experience, networking with other disciplines, and responsibility seeking. Using these seven domains as a platform for discussion, the authors focus on challenges facing early-career military psychiatrists and provide guidance based upon personal experience and limited applicable research.

Results

The authors believe that highly successful early-career psychiatrists wishing to maintain an academic focus possess a proactive attitude, obtain skillful mentoring, work well with others, and are able to adapt to new environments.

Conclusion

Through conscious planning and goal setting, they are able to capitalize on opportunities as they become available.

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Disclosures

The authors have declared that no competing interests exist. No funding was obtained in the authorship of this manuscript. This manuscript received PAO clearance prior to publication.

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Authors and Affiliations

  1. Bayne-Jones Army Community Hospital, Fort Polk, LA, USA

    Carla W. Schnitzlein & Daniel J. Lee

  2. Walter Reed Institute of Research, Silver Spring, MD, USA

    Joseph E. Wise

  3. 61st Multifunctional Medical Battalion, Fort Hood, TX, USA

    Christopher H. Warner

Authors
  1. Carla W. Schnitzlein
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  2. Daniel J. Lee
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  3. Joseph E. Wise
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  4. Christopher H. Warner
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Corresponding author

Correspondence to Daniel J. Lee.

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Schnitzlein, C.W., Lee, D.J., Wise, J.E. et al. Both Feet In: Maintaining an Academic Focus During the Transition from Residency to a First Military Assignment. Acad Psychiatry 39, 372–375 (2015). https://doi.org/10.1007/s40596-015-0369-y

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  • DOI: https://doi.org/10.1007/s40596-015-0369-y

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