Abstract
Junior faculty are required to develop steady, productive academic and research programs in order to stay on an academic track and be promoted. In departments that are not research centers, quite often new, aspiring faculty do not have the time, skills, training, and the encouraging environment necessary to meet these demands. Quantitatively, research-poor departments provide clinical services to the majority of patients in the United States and psychiatric training to a large number of medical students and residents. It is quite widely accepted that enhancement of academic education in these departments is needed. Currently, however, most suggestions to increase research in such departments have been initiated from the research center’s perspective. In this study, the problem is illuminated from the faculty’s perspective in resource-poor departments. Solutions are discussed and new approaches are suggested.
Similar content being viewed by others
References
Morgan PP: Journal publication and academic careers: publish or perish (editorial)? Can Med Assoc J 1989; 1-30:96
Petersdorf RG: Is the establishment defensible? N Engl J Med 1983; 309:1053–1057
Leinbenluft E: The academic dilemma of the inpatient unit director. Am J Psychiatry 1989; 146:73–76
Wyngaarden JB: The clinical investigators: An endangered species. N Engl J Med 1979; 301:1254–1259
Haviland MG, Pincus HA, Dial TH: Career, research involvement and research fellowship plans of potential psychiatrists. Arch Gen Psychiatry 1987; 44:493–496
Pardes H, Freemen AM, Reus V: Research training in psychiatry. Am J Psychiatry (suppl 3), 1977; 134:24–28
Burke Jr. JD, Pincus Jr. HA, et al: The clinician-researcher in psychiatry. Am J Psychiatry 1986; 143:968–975
Institute of Medicine, National Academy of Sciences: Personnel Needs and Training for Biomedical and Behavioral Research (Publ No 10N-83-03). Washington, DC, National Academy Press, 1983
Rancurello MD: Research training in psychiatry: considerations at the preresidency level. Psychopharmacol Bull 1988; 24:293–299
Garfinkel PE, Kennedy SH: The clinical investigator interface in psychiatry, II. the role of clinical investigator unit. Can J Psychiatry 1989; 34:361–364, 365–368
Sheppard M: Psychiatry research in medical perspective. BMJ 1981; 282:961–963
Keats TE: Faculty research productivity: the chairman’s dilemma (editorial). Invest Radiol 1986; 21:945
Rubenstein LV, Hirsch SH, Calkins DR, et al: Participation of volunteer faculty members in education research projects. Journal of Medical Education 1988;63:283–287
Froberg DG, Holloway RL, Bland CJ: A continuity model for research consultation in family medicine. J Fam Pract 1984; 19:221–224
Rieder RO: The recruitment and training of psychiatric residents for research. Psychopharmacol Bull 1988;242:228–290
Philpott GW: Research at the resident level: how much and what type? Curr Surg 1989; 41:433–435
Gibson K, Addington D, Brager N, et al: Psychiatry training and research. Can J Psychiatry 1989; 34:182–185
Markert RJ: A research methods and statistics journal club for residents. Acad Med 1989; 64:223–224
Holloway RL, Bland CJ, Schmitz CC, et al: An advanced research seminar series for family medicine faculty members. Fam Med 1988; 20:338–342
Holloway RL, Hales KL, Rakel RE: Academic promotion and tenure in U.S. family medicine units. Acad Med 1989; 64:270–272
Jones J, Dougherty J, Cannon L, et al: Teaching research in the emergency medicine residency curriculum. Ann Emerg Med 1987; 16:347–353
Holloway RL, Altemeier TM: A comprehensive research program for family medicine residents. Fam Med 1986; 18:133–135
McPherson JR, Mitchell MM: Experience with providing research opportunities for medical students. Journal of Medical Education 1984; 59:865–868
Klerman LV, Morissey JP, Goldman H: Training psychiatrists in social research: problems and prospects. Arch Gen Psychiatry 1978; 35:1469–1473
Nieman LZ, Sanchez RC: Faculty development for family medicine: a status report. Fam Pract Res J 1988;8:42–52
Smythe CMC, Jones AB: Academic tenure in medical school settings: final report. Washington, DC, Association of American Medical Colleges, 1980
Batshaw ML, Plotnick LP, Petty BG, et al: Academic promotion at medical school: experience at Johns Hopkins University School of Medicine. N Engl J Med 1988; 318:741–747
Geyman JP: Tenure and academic family practice: anathema or constructive catalyst (editorial). J Fam Pract 1984; 18:369–370
Sanders AB, Spaite DW, Smith R, et al: Allocation of time in three academic specialties. J Emerg Med 1988;6:435–437
Jackson M, MacInnes I: Promotions and tenure in family practice in U.S. medical schools. J Fam Pract 1984;18:435–439
Zimmer B, Thornton J: Do not go gently into that good night: more about the junior faculty academic dilemma (letter). Am J Psychiatry 1989; 146:1236–1237
Stroble GA: Fundamental science in the states Getter). Science 1984; 223:659
Kay AW: The universities and medical research. Lancet 1978; 1:1300–1302
Hoekelman RA, Klein SW, McInerny TK, et al: Collaborative research between a department of pediatrics and its clinical faculty. Clin Pediatr (Phila) 1979; 18:623–624
Fontes H: Stratifying research curricula—the logical next step. Nursing Health Care 1986; 7:258–262
Bland CJ, Stritter FT: Characteristics of effective family medicine faculty development programs. Fam Med 1988; 20:282–288
Hitchcock MA, Anderson WA, Stritter FT, et al: Profiles of family practice faculty development fellowship graduates 1978–1985. Fam Med 1988; 20:33–38
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Bakhai, Y., Halbreich, U. Development of Junior Faculty in Resource-Poor Departments of Psychiatry. Acad Psychiatry 17, 84–90 (1993). https://doi.org/10.1007/BF03341859
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03341859