Handbook for the Academic Physician

1. Front Matter

   Pages i-xviii

   PDF

2. Professional Development

   1. Front Matter

      Pages 1-2

      PDF

   2. Professional Settings for the Academic Physician

      • David Dill

      Pages 3-10

   3. Managing the Role of the Academic Physician

      • David Dill, John Aluise

      Pages 11-21

   4. Advancement and Promotion: Managing the Individual Career

      • Stephen Bogdewic

      Pages 22-36

   5. Managing Academic Committees

      • David Dill

      Pages 37-53

   6. Academic Medical Organizations

      • John Aluise

      Pages 54-68

3. Medical Education

   1. Front Matter

      Pages 73-74

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   2. An Experience in Curriculum Development

      • Charles P. Friedman, Richard M. Baker

      Pages 75-97

   3. Clinical Instruction

      • Frank T. Stritter, Richard M. Baker, Edward J. Shahady

      Pages 98-124

   4. Evaluation of Learners

      • William C. McGaghie

      Pages 125-146

   5. Evaluating Educational Programs

      • George B. Forsythe, James C. Sadler, Ruth de Bliek

      Pages 147-169

4. Clinical Research

   1. Front Matter

      Pages 173-174

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   2. The Role of Research in Primary Care Medicine

      • Peter Curtis

      Pages 175-183

   3. A Research Case Study

      • Peter Curtis, Jacqueline Resnick

      Pages 184-204

   4. Planning a Research Study

      • Carl M. Shy, William C. McGaghie

      Pages 205-216

   5. Conducting A Research Study

      • William C. McGaghie

      Pages 217-233

   6. Resources for Clinical Research

      • Jane F. Arndt

      Pages 234-250

   7. Research Data Management

      • Paul Gilchrist

      Pages 251-276

5. Professional Communications

   1. Front Matter

      Pages 279-280

      PDF

This book is a bold and useful tool that provides the concepts, principles, and facts needed to build and to strengthen a career in academic medi­ cine. Developing a high level of competency in academia requires the development of skills in addition to those in one's own specialty or dis­ cipline. One needs skills for conducting research, meeting administrative responsibilities, and educating students and colleagues. These skills are not bells and whistles. They are the elements of academic life that make the position truly academic. This book provides the critical information needed to succeed in that world. Until now many academicians have learned about elements of their job outside their individual discipline by experience and through the obser­ vation of role models and mentors. In the complex, highly competitive, rapidly changing world of academic medicine there is no longer time for a prolonged apprenticeship. The institution is endangered when individ­ uals are selected for critical posts based upon skills in areas that may not be central to the principal responsibilities of the new position. How often one hears: "He is a great scientist but he runs his department with a shoe box mentality." "She is a fantastic clinician, but she runs a committee as if she knows everything. I hate working with her." "How can a full professor be such a lousy teacher?" All of the above are symptoms of the need for special skills.

• Pet
• development
• information
• medicine

• Office of Research and Development for Education in the Health Professions, University of North Carolina, School of Medicine, Chapel Hill, USA

  William C. McGaghie

• Department of Family Medicine, University of North Carolina, School of Medicine, Chapel Hill, USA

  John J. Frey

Policies and ethics