Generation X: Implications for Faculty Recruitment and Development in Academic Health Centers

Duke University, Durham, North Carolina, United States
Academic Medicine (Impact Factor: 2.93). 04/2005; 80(3):205-10. DOI: 10.1097/00001888-200503000-00003
Source: PubMed


Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty are Generation X'ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work-life conflicts, and low faculty morale. These insights suggest strategies for strengthening academic medicine's recruitment and retention of Generation X into faculty and leadership roles. These strategies include (1) improving career and academic advising by specific attention to mentoring "across differences"--for instance, broaching the subject of formative differences in background during the initial interaction; adopting a style that incorporates information-sharing with engagement in problem solving; offering frequent, frank feedback; and refraining from comparing today to the glories of yesterday; to support such improvements, medical schools should recognize and evaluate mentoring as a core academic responsibility; (2) retaining both valued women and men in academic careers by having departments add temporal flexibility and create and legitimize less-than-full-time appointments; and (3) providing trainees and junior faculty with ready access to educational sessions designed to turn their "intellectual capital" into "academic career capital."Given the trends discussed in this article, such supports and adaptations are indicated to assure that academic health centers maintain traditions of excellence.

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    • "According to some estimates, 5 of every 10 clinical faculty members leave their medical school appointments within 10 years, and as many as 4 out of 10 leave academic medicine entirely [1]. Studies suggest that faculty leave academic medicine for a variety of reasons, including business and revenue pressures [4-6], burdensome regulations [7,8], lack of recognition for teaching or clinical excellence [9], lack of academic mentorship and difficulties balancing family and work [10,11]. Whatever the reasons, faculty attrition represents a serious loss of human and financial capital that may threaten the research, teaching and clinical service missions of institutions [12-14]. "
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    ABSTRACT: Faculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition. This retrospective cohort study identified faculty hired during the 2005-2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition. Of 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years. In this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention.
    BMC Medical Education 02/2014; 14(1):27. DOI:10.1186/1472-6920-14-27 · 1.22 Impact Factor
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    • "Sp ä th (2009) observed that medicine in Germany is becoming a female matter, but also that female physicians and medical psychotherapists are rarely found in bodies that represent the profession . Other authors (Andlauer et al., 2012; Bickel & Brown, 2005; Sanfey et al., 2006) point out a more general shift in priorities among generations of medical students. Today ' s students, independent of their gender, seem to set a higher value on work – life balance, spending time with their families, friends and hobbies, which requires a more fl exible approach in their professional lives. "
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    ABSTRACT: Abstract The aim of this study was to explore the ideas and expectations of medical students toward their career choices and the speciality of psychiatry. A total of 323 students of the Hannover Medical School filled in a questionnaire about their career choices, preferred medical specialization, factors of influence on career choices and attitude towards psychiatry. The three most important factors of influence appeared to be: (1) work-life balance, (2) flexible working hours, (3) career prospects. Although expectations towards the professional life of psychiatrists were quite positive among the students, there was only a small number of students (n = 53 of 318 respondents, 17%) interested in specializing in psychiatry. Important reasons for choosing psychiatry included personal experience with somatic or mental health issues and practical experience in psychiatry. Most of the students experienced clinical exposure to psychiatry but at a much later period in the curriculum. For a career choice of psychiatry as a speciality it seems to be important to start psychiatric education in medical school early. The positive aspects of the professional life in psychiatry, such as flexible working hours, career prospects and good work-life balance should be more emphasized.
    International Review of Psychiatry 08/2013; 25(4):425-30. DOI:10.3109/09540261.2013.823384 · 1.80 Impact Factor
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    • "In addition to posting users’ reviews, MedEdPORTAL, an online repository of medical education documents, receives over 2,000 downloads a month of materials (17). As more academic physicians and scientists come from the ranks of Generation X (born 1965–1979) and the Millennials (born 1980–1999), faculty development leaders have the opportunity to use social media to promote interactive, asynchronous learning (18). "
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    ABSTRACT: Purpose The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. Method In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Results Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified – the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Conclusions Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members’ existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.
    Medical Education Online 06/2013; 18(1):20995. DOI:10.3402/meo.v18i0.20995 · 1.27 Impact Factor
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