Affiliations: [a] University of Pittsburgh, School of Medicine, Pittsburgh, PA, USA
| [b] Baylor College of Medicine, Houston, TX, USA
| [c] Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA
| [d] Dell Medical School, University of Texas at Austin, Austin, TX, USA
Correspondence:
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Corresponding author: Amy Houtrow, MD, PhD, MPH, Professor of Physical Medicine & Rehabilitation, University of Pittsburgh, School of Medicine, 4401 Penn Ave, FP 5113, Pittsburgh, PA 15224, USA. Tel.: +1 412 6926410; E-mail: [email protected].
Abstract: Academic promotion is desired by many faculty practicing at academic medical institutions, but the criteria for promotion often appear opaque to many physician faculty. In nearly all cases, evidence of scholarship is required regardless of academic track. Academic advancement can be stymied by unclear expectations, lack of protected time to engage in scholarly projects, insufficient evidence of dissemination, and limited guidance, mentorship and sponsorship. In addition to being important for promotion, scholarship is an essential aspect of academic medicine because it helps inform and advance the science. Pursuing academic excellence is an important goal for pediatric rehabilitation medicine faculty members because it helps advance the care of children with disabilities and the field itself. Pediatric rehabilitation medicine faculty in the clinician educator or clinician leader tracks are encouraged to understand the criteria for advancement, seek out mentorship, scholarize their career ikigai and identify opportunities to demonstrate academic excellence.
Keywords: Clinician educator, advancement, pediatric rehabilitation medicine, career ikigai
