- •Foreword
- •Contents
- •Contributor Current and Past Positions: Association for Academic Surgery
- •Contributors
- •Academic Surgeons as Bridge-Tenders
- •Types of Surgical Research
- •Going Forward
- •Selected Readings
- •Introduction
- •Preparation Phase
- •Assistant Professor
- •Job Search
- •The First Three Years
- •Career Development Awards (CDAs)
- •Contemplating a Mid-Career Move?
- •Approaching Promotion
- •Associate Professor and Transition to Full Professor
- •Conclusion
- •Selected Readings
- •Introduction
- •Reviewing the Literature
- •Developing a Hypothesis
- •Study Design
- •Selected Readings
- •Introduction
- •The Dual Loyalties of the Surgeon-Scientist
- •Human Subjects Research
- •Informed Consent
- •Surgical Innovation and Surgical Research
- •Conflict of Interest
- •Publication and Authorship
- •Conclusion
- •References
- •Sources of Error in Medical Research
- •Study Design
- •Inferential Statistics
- •Types of Variables
- •Measures of Central Tendency and Spread
- •Measures of Spread
- •Comparison of Numeric Variables
- •Comparison of Categorical Values
- •Outcomes/Health Services Research
- •Steps in Outcomes Research
- •The Basics of Advanced Statistical Analysis
- •Multivariate Analysis
- •Time-to-Event Analysis
- •Advanced Methods for Controlling for Selection Bias
- •Propensity Score Analysis
- •Instrumental Variable (IV) Analysis
- •Summary
- •Selected Readings
- •Transgenic Models
- •Xenograft Models
- •Noncancer Models
- •Alternative Vertebrate Models
- •Selected Readings
- •Overview
- •Intellectual Disciplines and Research Tools
- •Comparative Effectiveness Research
- •Patient-Centered Outcomes Research
- •Data Synthesis
- •Overview
- •Intellectual Disciplines and Research Tools
- •Disparities
- •Quality Measurement
- •Implementation Science
- •Patient Safety
- •Optimizing the Health Care Delivery System
- •Overview
- •Intellectual Disciplines and Research Tools
- •Policy Evaluation
- •Surgical Workforce
- •Conclusion
- •References
- •Introduction
- •What Is Evidence-Based Medicine?
- •Evidence-Based Educational Research
- •Forums for Surgical Education Research
- •Conducting Surgical Education Research
- •Developing Good Research Questions
- •Beginning the Study Design Process
- •Developing a Research Team
- •Pilot Testing
- •Demonstrating Reliability and Validity
- •Developing a Study Design
- •Data Collection and Analysis
- •Surveys
- •Ethics
- •Funding
- •Conclusions
- •Selected Readings
- •Genomics
- •Gene-Expression Profiling
- •Proteomics
- •Metabolomics
- •Conclusions
- •References
- •Selected Readings
- •Introduction
- •Why Write
- •Getting Started
- •Where and When to Write
- •Choosing the Journal
- •Instructions to Authors
- •Writing
- •Manuscript Writing Order
- •Figures and Tables
- •Methods
- •Results
- •Figure Legends
- •Introduction
- •Discussion
- •Acknowledgments
- •Abstract
- •Title
- •Authorship
- •Revising Before Submission
- •Responding to Reviewer Comments
- •References
- •Selected Readings
- •Introduction
- •Origins of the Term
- •Modern Definition and Primer
- •Transition from Mentee to Colleague
- •Mentoring Risks
- •Conclusion
- •References
- •Selected Readings
- •The Career Development Plan
- •Choosing the Mentor
- •Writing the Career Development Plan
- •The Candidate
- •Research Plan
- •Final Finishing Points About the Research Plan
- •Summary
- •References
- •Introduction
- •Decisions, Decisions!
- •Mission Impossible: Defining a Laboratory Mission or Vision
- •Project Planning
- •Saving Money
- •Seek Help
- •People
- •Who Should I Hire?
- •Advertising
- •References
- •Interviews
- •Conduct a Structured Interview
- •Probation Period
- •Trainees
- •Trainee Funding
- •Time Is on Your Mind
- •Research Techniques
- •Program Leadership
- •Summary
- •Selected Readings
- •Introduction
- •Direct Evidence
- •Indirect Evidence
- •Burnout
- •Prevention of and Recovery from Work–Life Imbalance
- •Action Plan for Finding Balance: Personal Level
- •Action Plan for Finding Balance: Professional Level
- •Conclusion
- •References
- •Introduction
- •Time Management Strategies
- •Planning and Prioritizing
- •Delegating and Saying “No”
- •Action Plans
- •Activity Logs
- •Scheduling Protected Time
- •Eliminating Distractions
- •Buffer Time
- •Goal Setting
- •Completing Large Tasks
- •Maximizing Efficiency
- •Get Organized
- •Multitasking
- •Think Positive
- •Summary
- •References
- •Selected Readings
- •Index
Success in Academic Surgery
Herbert Chen • Lillian S. Kao
(Editors)
Success in Academic
Surgery
Part 1
Editors |
|
Herbert Chen, M.D. |
Lillian S. Kao, MD, M.S. |
Professor and Vice Chairman |
Associate Professor |
Department of Surgery |
Department of Surgery |
University of Wisconsin |
The University of Texas Health |
Madison, WI |
Science Center at Houston |
USA |
Houston, TX, USA |
ISBN 978-0-85729-312-1 e-ISBN 978-0-85729-313-8 DOI 10.1007/978-0-85729-313-8
Springer London Dordrecht Heidelberg New York
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Foreword
As past presidents of the Association for Academic Surgery (AAS) we are delighted to see the fruition of this book chronicling the hard work of so many to broaden the goals and accomplishments of the association that has established itself as the premier organization in academic surgery. Based on a course from the AAS Fall Courses, the Fundamentals of Surgical Research (FSRC), this book represents a wealth of expertise from past and present AAS Executive Council members aimed at helping young surgeons establish a fruitful and rewarding career in academic surgery.
The AAS has experienced its own rapid expansion and achievement, and as our numbers grow, so does our ability to serve the next generation of surgical leaders both nationally and internationally. Building upon a solidified national program, we are pleased to see the beginning successes of an international outreach through the establishment of programs such as international Academic Career Development courses, international exchange programs, and partnerships with international surgical societies. Gladly, such achievement and growth have not brought about a yielding from the dedication to the AAS founding mission to stimulate young surgeons and surgical scientists to pursue careers in academic surgery and support them in establishing themselves as investigators and educators.
A retrospective review of many successful academic careers reveals commonalities important to creating a thriving surgical practice, laboratory and classroom experience: in short, a successful academic surgical career.
v
vi Foreword
Patient care, research, and surgical education represent the triad cornerstone from which to build such a career. Written as such, these can appear neat, concise, easily attainable categories that fledgling surgeons eager to begin their academic career need simply fill in and execute in three simple steps. The reality, however, is that building a successful career in academic surgery is not a certainty, rather it is a deliberate, planned undertaking that requires dedication, preparation, and a tireless commitment to your goals. Many young surgeons begin their career with high aspirations, only to find the ability to adequately focus on all three aspects of their career, daunting or confusing at the very least. With the demands of building a successful clinical practice while pursuing research initiatives and education obligations, it is easy to imagine circumstances that could lead to developing one area quite strongly while others suffer, or that all three areas would function, but not excel.
To ensure success, young surgeons must first identify their dream. While individual dreams remain unique, all must begin with the identification of an ultimate goal. With a clear goal in mind, construction of a foundation from which to build their career is paramount. This is done by securing appropriate and accessible mentors and establishing a collaborative network. While many see the inherent benefit from a research mentor who can help guide them in their chosen field of interest, it is also advisable to seek out mentors in the areas of patient care and surgical education who can help overcome obstacles which often stall progress in these areas and lead to an unbalanced outcome. The creation of a collaborative network also can be difficult as young surgeons can struggle with the logistics of setting up networks for each of the three arms of an academic program. Tasks such as the allocation of space, supplies, equipment, personnel, collaborations, and seed funding can be overwhelming. Recruiting others to join your network for what will be a mutually beneficial collaboration will help with its creation. A commitment to its proactive, skillful management will make it a success.
Foreword vii
Once established,garnering recognitionfor the achievements of your academic program is vital to its continued success. Publications, awards, grants, presentations, and symposia are a few vehicles by which programs achieve local,regional,national, and international recognition. There are certainly many variables and pitfalls to be encountered along the path to a successful academic surgical career. These can be overcome, however, by employing effective time-management, conflict-resolution, and negotiating skills; remaining focused on goals; prioritizing tasks; and depending on a well-constructed foundation of mentors and established networks.
Creating a successful program is possible, but does not come without constant attention to the individual components proven to affect its establishment. The leadership of the AAS is dedicated to equipping each new generation of up- and-coming surgeons with the knowledge and tools to not just build a surgical practice, but provide a conduit for the realization of their dreams.
It is our sincere hope that each of you will capitalize on the expertise, guidance, and support provided within from these esteemed advisors for the enhancement of your personal careers and the universal betterment of patient care, research, and education.
Daniel Albo, M.D., Ph.D.
Past President, 2010
F. Charles Brunicardi, M.D.
Past President, 1998