OBJECTIVE: To develop and evaluate an academic career development curriculum, 25 fellows and advanced trainees in nine Obstetrics and Gynecology sub-specialty fellowships were surveyed anonymously prior to the start of an academic career development common curriculum in 2007. Results were compared to responses from the same survey given at the completion of the two-year program in order to guide and improve the curriculum. Fourteen surveys were completed for both administrations. RESULTS: At each survey time, most fellows expressed the desire to pursue academic careers and planned to present and publish research from their fellowship. After the curriculum, there was overall improvement in self-appraised confidence for speaking at national meetings and preparing submission of a research grant. The most substantial change in self assessment was increased awareness and utilization of departmental research support personnel. Areas of training that were not the main topic of core sessions, but showed improvement were frequency of constructive feedback from mentors and peers, and frequency of discussion of research ethics. CONCLUSION: Institution of an academic career development curriculum for Obstetrics and Gynecology fellows was associated with increased self-appraised confidence in specific academic skills as assessed by anonymous survey.
OBJECTIVE: To develop and evaluate an academic career development curriculum, 25 fellows and advanced trainees in nine Obstetrics and Gynecology sub-specialty fellowships were surveyed anonymously prior to the start of an academic career development common curriculum in 2007. Results were compared to responses from the same survey given at the completion of the two-year program in order to guide and improve the curriculum. Fourteen surveys were completed for both administrations. RESULTS: At each survey time, most fellows expressed the desire to pursue academic careers and planned to present and publish research from their fellowship. After the curriculum, there was overall improvement in self-appraised confidence for speaking at national meetings and preparing submission of a research grant. The most substantial change in self assessment was increased awareness and utilization of departmental research support personnel. Areas of training that were not the main topic of core sessions, but showed improvement were frequency of constructive feedback from mentors and peers, and frequency of discussion of research ethics. CONCLUSION: Institution of an academic career development curriculum for Obstetrics and Gynecology fellows was associated with increased self-appraised confidence in specific academic skills as assessed by anonymous survey.