Abstract：
OBJECTIVE: As clinician educator tracks continue to gain popularity in graduate medical education, this report aims to fill a gap in the literature by providing a 14-year update on professional outcomes of participants in a psychiatry residency academic administrator, clinician educator (AACE) track and to compare these outcomes to non-track participants.
METHODS: An anonymous web-based survey querying professional achievements was distributed to all graduates of a psychiatry residency training program from 2009 to 2022. Outcomes of AACE track participants and non-track participants were compared.
RESULTS: Of 228 alumni contacted, 61% responded (n = 140). Eighty-seven percent of track participants responded (n = 74) while 41% of non-track participants responded (n = 45). Of track participants, 63% practice in academic settings with 57% having held administrative leadership roles, 49% educational leadership roles, and 39% national or regional leadership roles. Track graduates were academically engaged with 70% reporting at least one publication, 89% at least one presentation, and 93% attending at least one national meeting. In comparison, 31% of non-track participants practice in academic settings with 44% having held administrative, 29% educational, and 20% national or regional leadership roles. Thirty-nine percent have at least one publication, 75% at least one presentation, and 90% attended at least one national meeting. When compared to non-track participants, track participants were significantly more likely to have an academic affiliation and a higher number of publications and were more likely to hold national or regional leadership roles.
CONCLUSIONS: Track participants demonstrate longitudinal career success as clinician educators and academic administrators more so than non-track participants.
METHODS: An anonymous web-based survey querying professional achievements was distributed to all graduates of a psychiatry residency training program from 2009 to 2022. Outcomes of AACE track participants and non-track participants were compared.
RESULTS: Of 228 alumni contacted, 61% responded (n = 140). Eighty-seven percent of track participants responded (n = 74) while 41% of non-track participants responded (n = 45). Of track participants, 63% practice in academic settings with 57% having held administrative leadership roles, 49% educational leadership roles, and 39% national or regional leadership roles. Track graduates were academically engaged with 70% reporting at least one publication, 89% at least one presentation, and 93% attending at least one national meeting. In comparison, 31% of non-track participants practice in academic settings with 44% having held administrative, 29% educational, and 20% national or regional leadership roles. Thirty-nine percent have at least one publication, 75% at least one presentation, and 90% attended at least one national meeting. When compared to non-track participants, track participants were significantly more likely to have an academic affiliation and a higher number of publications and were more likely to hold national or regional leadership roles.
CONCLUSIONS: Track participants demonstrate longitudinal career success as clinician educators and academic administrators more so than non-track participants.
摘要：
目标：随着临床医师教育家的追踪在研究生医学教育中不断普及，本报告旨在填补文献中的空白，通过提供14年的最新情况，了解精神病学住院医师学术管理员参与者的专业成果，临床医师教育者（AACE）跟踪并将这些结果与非跟踪参与者进行比较。
方法：从2009年到2022年，向所有精神病学住院医师培训计划的毕业生分发了一项基于网络的匿名调查，以查询专业成就。比较了AACE跟踪参与者和非跟踪参与者的结果。
结果：在联系的228名校友中，61%的回答(n=140)。87%的赛道参与者做出了回应（n=74），而41%的非赛道参与者做出了回应（n=45）。跟踪参与者，63%的人在学术环境中执业，57%的人担任过行政领导角色，49%的教育领导角色，39%的国家或地区领导角色。跟踪毕业生在学术上参与了70％的报告至少一个出版物，89%至少有一个演示文稿，93%参加至少一次全国会议。相比之下,31%的非轨道参与者在学术环境中执业，44%的人持有行政管理，29％的教育，20%的国家或地区领导角色。39%的人至少有一份出版物，75%至少有一次演讲，90%参加了至少一次全国会议。与非赛道参与者相比，跟踪参与者更有可能拥有学术背景和更多的出版物，并且更有可能担任国家或地区领导角色。
结论：Track参与者比非Track参与者表现出作为临床教育者和学术管理者的纵向职业成功。
方法：从2009年到2022年，向所有精神病学住院医师培训计划的毕业生分发了一项基于网络的匿名调查，以查询专业成就。比较了AACE跟踪参与者和非跟踪参与者的结果。
结果：在联系的228名校友中，61%的回答(n=140)。87%的赛道参与者做出了回应（n=74），而41%的非赛道参与者做出了回应（n=45）。跟踪参与者，63%的人在学术环境中执业，57%的人担任过行政领导角色，49%的教育领导角色，39%的国家或地区领导角色。跟踪毕业生在学术上参与了70％的报告至少一个出版物，89%至少有一个演示文稿，93%参加至少一次全国会议。相比之下,31%的非轨道参与者在学术环境中执业，44%的人持有行政管理，29％的教育，20%的国家或地区领导角色。39%的人至少有一份出版物，75%至少有一次演讲，90%参加了至少一次全国会议。与非赛道参与者相比，跟踪参与者更有可能拥有学术背景和更多的出版物，并且更有可能担任国家或地区领导角色。
结论：Track参与者比非Track参与者表现出作为临床教育者和学术管理者的纵向职业成功。
