Clin Colon Rectal Surg 2014; 27(02): 048-054
DOI: 10.1055/s-0034-1376168
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Developing a Research Skill Set

Y. Nancy You
1   Department of Surgical Oncology, University of Texas MD Anderson Cancer Center, Houston, Texas
,
Brian Bednarski
1   Department of Surgical Oncology, University of Texas MD Anderson Cancer Center, Houston, Texas
› Author Affiliations
Further Information

Publication History

Publication Date:
09 June 2014 (online)

Abstract

The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills.

 
  • References

  • 1 Clark J. Five futures for academic medicine: the ICRAM scenarios. BMJ 2005; 331 (7508) 101-104
  • 2 Sabiston Jr DC. The development of the surgical investigator. In: Troidl H, Spitzer WO, McPeek B, , et al, eds. Principles and Practice of Research. New York: Springer-Verlag; 1986
  • 3 Staveley-O'Carroll K, Pan M, Meier A, Han D, McFadden D, Souba W. Developing the young academic surgeon. J Surg Res 2005; 128 (2) 238-242
  • 4 Cain JM, Schulkin J, Parisi V, Power ML, Holzman GB, Williams S. Effects of perceptions and mentorship on pursuing a career in academic medicine in obstetrics and gynecology. Acad Med 2001; 76 (6) 628-634
  • 5 Sanders AB, Fulginiti JV, Witzke DB, Bangs KA. Characteristics influencing career decisions of academic and nonacademic emergency physicians. Ann Emerg Med 1994; 23 (1) 81-87
  • 6 Balch CM, Shanafelt TD, Sloan JA, Satele DV, Freischlag JA. Distress and career satisfaction among 14 surgical specialties, comparing academic and private practice settings. Ann Surg 2011; 254 (4) 558-568
  • 7 Awasthi S, Beardmore J, Clark J , et al; International Campaign to Revitalise Academic Medicine. Five futures for academic medicine. PLoS Med 2005; 2 (7) e207
  • 8 Sambunjak D, Straus SE, Marusić A. Mentoring in academic medicine: a systematic review. JAMA 2006; 296 (9) 1103-1115
  • 9 Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: a guide for mentees. Acad Med 2009; 84 (1) 140-144
  • 10 Detsky AS, Baerlocher MO. Academic mentoring—how to give it and how to get it. JAMA 2007; 297 (19) 2134-2136
  • 11 Gagne RM. Learning outcomes and their effects. Am Psychol 1984; 39: 377-385
  • 12 Fitts PM, Posner MI. Human Performance. Belmont, CA: Brooks/Cole; 1967
  • 13 Lohr KN, Steinwachs DM. Health services research: an evolving definition of the field. Health Serv Res 2002; 37 (1) 7-9
  • 14 You YN, Wells Jr SA ; American College of Surgeons Oncology Group. Clinical trials in surgery: the role of the American College of Surgeons Oncology Group. World J Surg 2006; 30 (7) 1147-1151 . PubMed PMID: 16794900.
  • 15 You YN, Ota D, Nelson H . The American College of Surgeons Oncology Group. The American College of Surgeons Oncology Group. Surgery 2009; 145 (6) 587-590