®

Specialty Training

Perspective of the ABVS

Dr. Beth Sabin, Assistant DirectorEducation and Research Division

esabin@avma.org

®

RVSOs

ACVPM (1951) ACVP (1951) ACLAM (1957) ACVR (1962) ACVM (1966) ACVS (1967) ABVT (1967) ACVO (1971) ACVIM (1972) ACT (1971)

ACVA (1975) ABVP (1978) ACVD (1982) ACZM (1983) ACVN (1988) AVDC (1988) ACVECC (1989) ACVCP (1990) ACPV (1991) ACVB (1993)

®

International Specialty

Organizations ABVS encourages collaboration between RVSOs

and veterinary specialty organizations elsewhere. ABVS would require detailed justification from RVSO

before it will accept full reciprocity with an international specialty organization.

Reciprocity is possible with specific portions of training programs.

RVSO-approved training may be supervised by a non-RVSO diplomate.

®

Standard 9—Faculty

Academic positions must offer the security and benefits necessary to maintain stability, continuity, and competence of the faculty. Part-time faculty, residents, and graduate students may supplement the teaching efforts of the full-time permanent faculty if appropriately integrated into the instructional program.

COOPERATIVE COOPERATIVE ARRANGEMENTS FOR ARRANGEMENTS FOR

TRAINING SPECIALISTSTRAINING SPECIALISTS

Charles G. MacAllisterCharles G. MacAllister

Department of Veterinary Clinical Department of Veterinary Clinical SciencesSciences

Oklahoma State University Oklahoma State University

Center for Veterinary Health SciencesCenter for Veterinary Health Sciences

SummarySummary

AAVMC member institutions are AAVMC member institutions are providing 82% of the 2007 VIRMP providing 82% of the 2007 VIRMP residency positions.residency positions.

These are These are our training positions.our training positions. We have the ability to influence We have the ability to influence

who we train and what we train who we train and what we train them for.them for.

““Grow Our Own” ProgramGrow Our Own” Program

ChallengesChallenges– Identifying the traineeIdentifying the trainee– Identifying a training site with current Identifying a training site with current

space for an additional residentspace for an additional resident– Making the matchMaking the match

Two faculty groups to approve residentTwo faculty groups to approve resident– Home faculty approving faculty recruitmentHome faculty approving faculty recruitment

Formal interviewFormal interview– Training school specialty group accepting the Training school specialty group accepting the

residentresident Travel for interviewTravel for interview

““Grow Our Own” ProgramGrow Our Own” Program

Negatives and Risks?Negatives and Risks?– Costly ($140,000/resident)Costly ($140,000/resident)– May not remain on faculty after contract May not remain on faculty after contract

period expires?period expires?– May not honor contract?May not honor contract?– Others may attempt to buy out their Others may attempt to buy out their

contract?contract?– May not become a successful faculty memberMay not become a successful faculty member– Junior/inexperienced facultyJunior/inexperienced faculty

Not yet board certifiedNot yet board certified

SummarySummary

Cooperative training agreements Cooperative training agreements (in some form) have the potential (in some form) have the potential to provide additional specialists to provide additional specialists for academic positions.for academic positions.

Could we offer select residencies Could we offer select residencies with a requirement to provide 3-with a requirement to provide 3-years as a faculty member in an years as a faculty member in an AAVMC member college??AAVMC member college??

The Scientific Component to Residency Training

Kent LloydSchool of Veterinary Medicine, UC Davis

Veterinary Teaching Hospitals and The Future of Clinical Veterinary Medical Education

November 9-11, 2006 ♦ Kansas City, MO

“…“…the Veterinary Teaching Hospitals are the the Veterinary Teaching Hospitals are the fertile ground fertile ground for for growing veterinary academic faculty.”growing veterinary academic faculty.” (AAVMC, 2006)(AAVMC, 2006)

Residency train(ing) is either…

…a fork in the road

…getting off track

or

Research training sufficient for vetmed Matriculate can choose practice or academia Boards sufficient credentials for academia Hospitals benefit from strong clinical program

Residents underused pool of grad students Matriculates choosing practice over academia Boards are not evidence of scientific excellence Strong science drives clinical excellence

privatepractice

academia

So, what are some possible solutions?

Reasonable and balanced allocation of clinical responsibilities

Coordinated and structured research time

Mentorship: clinical in the clinic; non-clinical in the laboratory

Select for and foster the academically-inclined clinical resident

Opportunities for alternative career choices

Example 1: Resident Research Program, Center for Companion Animal Health

Competitive awards program

Maximum funding of $4000 per award

Eligible for multiple awards during tenure

Research topics related to health problems of companion animals

3 “calls” for research applications throughout the year

Review and notification approximately 2 mos after submission

Faculty mentor – resident mentee relationship key

Example 2: Equine Resident Research Funding Program, Center for Equine

Health

One-time $4000 research “credit line”

Non-competitive; applications any time

Mentor can come from anywhere on campus

Reviewed by scientific advisors, feedback, advice…2 mos

If approved, project completion expected within 12-15 months

If unapproved, application can be revised (2 times) according to critique and resubmitted for reconsideration and funding

Example 3: Master of Preventive Veterinary Medicine (MPVM) degree

Component of specific residency programs: -Food Animal Reproduction and Herd Health -Dairy Production Medicine

One year coursework and capstone experience

Disease and production problems in animal populations

Degree awarded with residency certificate of completion

Example 4: Academic Residency - Board-certification and PhD

Equine medicine or surgery

Supported by The Gregson Fellowship

5 years (3 y clinical, 2 y classes and lab)

Selection criteria include academic proclivities

Highly structured, coordinated, mentored

Reciprocal investment - Board Certification and PhD

Example 5: PRIME Program

The Primary Medical Education (PRIME) Program

Clinical research training during human clinical medicine residency

UCSF-VAMC: 2 year program of clinical and research training

Didactic lecture, journal clubs, work-in-progress sessions

Complements evidence based medicine approach to clinical training

The Scientific Component to Residency TrainingS.W.O.T. Analysis

Strengths:

Attracts the best of the best Produces outstanding competitors Incredibly vast intellectual resource

Opportunities:

Seek & select the academically suited Invest, coordinate, mentor Collaborate across virtual boundaries

Weaknesses:

Victims of our success….clinically Few academically inclined residents Breadth & depth incompatible with academia

Threats:

Failure of veterinary teaching hospital Few DVM trained faculty in vet schools Profession neglects its self-renewal

Private Specialty Practices Private Specialty Practices and Veterinary Teaching and Veterinary Teaching

HospitalsHospitalsPartners in the 21Partners in the 21stst

CenturyCenturyReuben Merideth, Reuben Merideth,

DVM,DACVODVM,DACVO

2121

SummarySummary

2002 9 locations in 4 states, 8 2002 9 locations in 4 states, 8 DACVODACVO

2006 26 locations in 9 states, 18 2006 26 locations in 9 states, 18 DACVODACVO

80,000+ Examinations80,000+ Examinations10,000 + surgeries10,000 + surgeries

Affiliated with 8 Multi-specialty Affiliated with 8 Multi-specialty centerscenters

The World is Flat & ECFAThe World is Flat & ECFA

Diagnostic Images interpreted in Diagnostic Images interpreted in SeattleSeattle

Real time histopathology reviews Real time histopathology reviews from Canadafrom Canada

Avian lecture from GermanyAvian lecture from Germany Grand Rounds from 8 USA locationsGrand Rounds from 8 USA locations Centralized databaseCentralized database

Cooperation Between Cooperation Between Specialty Practices & VTHsSpecialty Practices & VTHs

Comparison of StrengthsComparison of Strengths and Weaknesses and Weaknesses

PSP strengthsPSP strengthsLocationLocation

SalariesSalaries

FlexibilityFlexibilityBudgetBudget

PSP weaknessesPSP weaknessesResearch Research

Future StaffFuture Staff

VTH weaknessesVTH weaknessesLocationLocationSalariesSalariesLess FlexibilityLess FlexibilityBudgetBudget

VTH strengthsVTH strengthsResearchResearchStudents,Students,Interns, Interns, ResidentsResidents

ECFAECFACooperation with VTHsCooperation with VTHs

Teaching Veterinary StudentsTeaching Veterinary Students Intern RotationsIntern Rotations Resident TrainingResident Training LecturingLecturing Histopathology RegistriesHistopathology Registries Cooperative ResearchCooperative Research Donations to VTHsDonations to VTHs

Meeting the Demand for Future Faculty

Richard W. Valachovic, DMD, MPHExecutive Director

American Dental Education Association

Association of American Veterinary Medical Colleges Symposium

November 11, 2006Kansas City, MO

Demographics of 2004-05 U.S. Dental

School Faculty Workforce* 4,736 full-time; 5,097 part-time; and 1,791 volunteer

faculty members (status of 91 not reported)

74% male; 26% female

78% white/Caucasian; 11% Asian/Pacific Islander; 5% Hispanic/Latino; 4% black/African American; 2% other

Mean and median age: 52 years

Faculty 30 years or younger: 3% of total 31-40 years: 18% 41-50 years: 23% 51-60 years: 31% Over 60 years: 25%

*Source of all data is annual ADEA survey of the dental education workforce.

Faculty Separations

Reasons varied by rank: Most faculty who retired were full

professors (37% of total) or associate professors (30%).

Those entering private practice were primarily at lower academic rank: assistant professors (52% of total) and instructors (33%).

The Problem

Average Age of Dental School Faculty

Assistant Professor: 47Associate Professor: 55

Professor: 60

30% of current faculty are likely to retire over the next decade,

creating over 3,400 vacant positions.

Key Factors

Current vacancies unfilled “Graying” of current faculty Younger faculty departing for private practice Extremely small number of current students

indicate interest in entering academia (around 1%)

Sources of New Faculty, 2004-05

Private practice 62%

Out of residency 16%

Another dental school 14%

Dental school graduation 7%

Military service 2%

ADEA’s Strategic Directions

#1 is “recruitment, development, retention, and renewal of dental and allied dental faculty”

Specific ADEA Initiatives

Academic Dental Careers Fellowship Program

ADEA with AADR, funding from ADA Foundation Focus on recruitment of students into academic careers Year-long fellowship program to prepare 10 students each

year to enter academia Training students in educational experiences, including

teaching and research Training faculty in mentoring Longitudinal assessment to determine impact and guide

future directions Establishment of alumni program for continued mentorship First fellows and faculty mentors selected in June 2006;

program kickoff in July 2006

A Collaboration to attract transition faculty and to retain new faculty

ITL Program for Dental School Faculty

Three-phase program including Teaching methods (17 topics) Career development (12 topics) Academic environment (9 topics)

Residential sessions take place in academic dental institutions, providing a real-life context for the learning experience.

Faculty of nationally recognized experts in education, curriculum, leadership, and higher education administration, as well as faculty of the host institution

Programs begin in summer 2006 at University of Missouri-Kansas City School of Dentistry University of Medicine and Dentistry of New Jersey-New

Jersey Dental School University of North Carolina at Chapel Hill School of

Dentistry

Making the Academy More Attractive to New Teacher-Scholars

The Future of Clinical Veterinary Medical Education

Association of American Veterinary CollegesNovember 11, 2006

Cathy A. Trower, Ph.D.

Who is Gen X?

Born between 1965 and 1980. Skeptical. Believe parents suffered VDD – vacation deficit disorder.

“Give me balance now, not when I’m 65.” “If they can’t understand that I want a kick-ass career and a

kick-ass life, then I don’t want to work here.” “Why does it matter when I come and go, as long as I get the

work done?”

Willing to work hard but wants to decide when, where, and how.

Lancaster & Stillman (2002). When Generations Collide.NY: HarperCollins Publishing Inc.

Traditionalist

1900-1945

Boomer

1946-1964

Gen X

1965-1980

Chain of command Change of commandSelf-command

Collaborate

Build a legacy Build a stellar careerBuild a portable career

Satisfaction of a job well-done

Money, title, recognition, corner office

Freedom

Job changing carries a stigma.

Job changing puts you behind.

Job changing is necessary.

If we give in to demands for flexibility, who will do the work?

I can’t believe the nerve of those X’ers – they want it all!

I’ll go where I can find the lifestyle I’m seeking.

If I’m not yelling at you, you’re doing fine.

Well-documented feedback, once a year.

Sorry to interrupt again, but how am I doing?

Female Students

In making job choices, female students placed significantly more importance than male students on:

1. Flexibility of the work schedule

2. Time for family/personal obligations

3. Employment opportunities for spouse or partner

4. Teaching load

5. Geographic location

Male Students

In making job choices, male students placed significantly more importance than female students on:

1. Opportunity for recognition

2. Quality of the department

3. Quality of the institution

4. Opportunity to work with a leader in their field

5. Level and quality of students

Structural Challenges

Tenure policies Rigid One-size-fits-all 6 years, up or out Coincides with biological clock for women

Tenure criteria and standards Ambiguity Shifting/rising bar Mixed messages from senior faculty Unreasonable?

Structural Challenges

Difficulty balancing work life and home life Lack of time for research Lack of high quality, on-site childcare Importance of family and community for persons

of color not respected

Lack of formal mentoring Difficult to establish relationships and

collaborations with senior faculty unless you are so anointed [‘golden boy’] coming in

Deans, Chairs, and Senior Faculty Play a Pivotal Role in Culture

Pay attention to…a. Current polices and practices

b. Academic culture

Revise policies & practicesa. “Life-friendly”

b. Clarity

c. Transparency

d. Flexibility

e. Equity

f. Mentoring

g. Collaboration

h. Leave/research time/’protection’ from service

If Harvard Can, You Can

“It is time for the university…to realize that facilitating faculty efforts to achieve work-life balance does not just require providing better access to childcare, leave, and tenure-clock policies….

It requires a willingness to reconsider the way that we do business on a day-to-day basis, and to recognize that practices that evolved when… faculty were available on a round-the-clock basis…are having a counterproductive impact today.” – Lisa Martin, Senior Advisor to the A&S Dean on Diversity Issues

R. Wilson, The Chronicle of Higher Education, 11/3/06, p. A10