PDF(Pubmed)
Abstract：
UNASSIGNED: Trainees and faculty in academic medicine often struggle with self-promotion. Barriers may be more formidable for women and other groups underrepresented in medicine. Experience-based stories illustrating personal strengths are preferable when engaging in self-promotion activities.
UNASSIGNED: We developed a 90- to 120-minute workshop utilizing approaches such as iterative journaling and peer discussion to teach the development of problem-action-result (PAR) stories for self-promotion efforts in interviews and written applications to new positions. Participants provided Likert-scale (1 = strongly disagree, 5 = strongly agree) and free-response evaluations, which we analyzed for workshop strengths and areas for improvement.
UNASSIGNED: We presented the workshop in person to 28 pediatric residents and subsequently to 22 residents, fellows, and faculty at an in-person national meeting. Sixty-one percent of the resident group and 100% of the national workshop group completed the evaluation. Both groups reported high satisfaction with the workshop\'s format (M = 4.7) and content (M = 4.7) and indicated intention to use the skills learned (M = 4.7). Strengths included the PAR format, interactivity, journaling, opportunity for reflection, and tips for interviewing and writing. Areas to improve included offering the workshop earlier in the academic year and providing more written examples of PAR stories.
UNASSIGNED: This workshop used strategies of personal reflection, journaling, and peer feedback to help participants understand behavior-based recruiting practices and the PAR framework as a strategy for successful self-promotion. Learners can use these strategies to develop greater confidence and efficacy and to address barriers to effective self-promotion they encounter.
UNASSIGNED: We developed a 90- to 120-minute workshop utilizing approaches such as iterative journaling and peer discussion to teach the development of problem-action-result (PAR) stories for self-promotion efforts in interviews and written applications to new positions. Participants provided Likert-scale (1 = strongly disagree, 5 = strongly agree) and free-response evaluations, which we analyzed for workshop strengths and areas for improvement.
UNASSIGNED: We presented the workshop in person to 28 pediatric residents and subsequently to 22 residents, fellows, and faculty at an in-person national meeting. Sixty-one percent of the resident group and 100% of the national workshop group completed the evaluation. Both groups reported high satisfaction with the workshop\'s format (M = 4.7) and content (M = 4.7) and indicated intention to use the skills learned (M = 4.7). Strengths included the PAR format, interactivity, journaling, opportunity for reflection, and tips for interviewing and writing. Areas to improve included offering the workshop earlier in the academic year and providing more written examples of PAR stories.
UNASSIGNED: This workshop used strategies of personal reflection, journaling, and peer feedback to help participants understand behavior-based recruiting practices and the PAR framework as a strategy for successful self-promotion. Learners can use these strategies to develop greater confidence and efficacy and to address barriers to effective self-promotion they encounter.
摘要：
■学术医学的受训者和教职员工经常与自我提升作斗争。对于女性和其他在医学中代表性不足的群体来说，障碍可能更可怕。在进行自我推销活动时，最好以经验为基础的故事来说明个人优势。
■我们开发了一个90到120分钟的研讨会，利用迭代日记和同行讨论等方法，教授开发问题-行动-结果（PAR）故事，以便在面试和书面申请新职位时进行自我提升。参与者提供了李克特量表(1=强烈不同意，5=强烈同意)和自由反应评估，我们分析了车间的优势和需要改进的地方。
■我们亲自向28名儿科住院医师和随后的22名住院医师介绍了研讨会，研究员，和教师在一次面对面的全国会议上。61％的常驻组和100％的国家车间组完成了评估。两组均报告对研讨会的格式（M=4.7）和内容（M=4.7）非常满意，并表示打算使用所学技能（M=4.7）。优势包括PAR格式，交互性,日记,反思的机会，以及面试和写作的技巧。需要改进的领域包括在学年早些时候提供研讨会，并提供更多PAR故事的书面例子。
■本次研讨会采用了个人反思的策略，日记,和同伴反馈，以帮助参与者了解基于行为的招聘实践和PAR框架作为成功自我推广的策略。学习者可以使用这些策略来提高信心和效率，并解决他们遇到的有效自我提升的障碍。
■我们开发了一个90到120分钟的研讨会，利用迭代日记和同行讨论等方法，教授开发问题-行动-结果（PAR）故事，以便在面试和书面申请新职位时进行自我提升。参与者提供了李克特量表(1=强烈不同意，5=强烈同意)和自由反应评估，我们分析了车间的优势和需要改进的地方。
■我们亲自向28名儿科住院医师和随后的22名住院医师介绍了研讨会，研究员，和教师在一次面对面的全国会议上。61％的常驻组和100％的国家车间组完成了评估。两组均报告对研讨会的格式（M=4.7）和内容（M=4.7）非常满意，并表示打算使用所学技能（M=4.7）。优势包括PAR格式，交互性,日记,反思的机会，以及面试和写作的技巧。需要改进的领域包括在学年早些时候提供研讨会，并提供更多PAR故事的书面例子。
■本次研讨会采用了个人反思的策略，日记,和同伴反馈，以帮助参与者了解基于行为的招聘实践和PAR框架作为成功自我推广的策略。学习者可以使用这些策略来提高信心和效率，并解决他们遇到的有效自我提升的障碍。
