Achieving Career Satisfaction: Personal Goal Setting and Prioritizing for the Clinician Educator

Elizabeth Sadowski; Sarina Schrager

摘要

“It's not enough to be busy, so are the ants. The question is, what are we busy about?” —Henry David Thoreau;As a clinician educator, busy clinical and academic schedules have physicians booked from before clinic starts through lunch, and many times well after the last patient is seen. Many physicians go from one task to another reflexively, without much thought between actions. As such, there is a growing body of literature on the discontent of academic faculty and “burnout.”1 In a recent study, almost 40% of faculty were seriously considering leaving their institution or academia because of career dissatisfaction and perceived lack of career success.2–5 At the core of this discontent are the requirements of producing scholarly products, paired with decreased time and financial support to pursue academic endeavors.1,6,7 Many clinician educators have scholarship requirements for promotion, and most institutions require faculty to provide evidence that the candidate has developed and/or conducted unique or exceptional teaching. This may include novel curricula or innovative lectures, publications on clinical and educational topics, and invitations to speak at conferences.8,9 Successful promotion requires each faculty member to have a clear set of goals and the ability to prioritize various clinical and academic requirements. There are 3 core processes involved with setting and successfully obtaining personal career goals: (1) define work requirements/tasks and personal career goals; (2) determine how well current work tasks fit with personal career goals; and (3) make a plan to reorganize and prioritize work tasks to align with personal career goals. This article presents a method of setting personal career goals that aligns with job requirements and tasks, in order to achieve career success and hopefully improve career satisfaction.;Defining Work Tasks and Personal Career Goals Reorganizing and prioritizing required clinical and academic work tasks to align closely with personal career goals does not necessarily require drastic career modifications.6,10 However, faculty do have to actively and purposely take control of their career decisions to become more involved in tasks that promote their careers and spend less time on activities that do not advance their careers.10–16 Thoughtful reflection on personal career goals and how they align with current job responsibilities is the first step in taking control of one's career. Work requirements and tasks are different from personal career goals. Personal career goals represent items that are important to an individual from their personal and unique perspective, whereas work responsibilities/tasks are required of a clinician educator based on the role they play in their department and medical school. When faculty develop “ideal” personal career goals, the goals can be as “dreamy” (the perfect job) or as “practical” (a good job that makes you happy most of the time) as they see fit. Being more “dreamy” about the list may bring more happiness if obtained, although it may take more time and patience, and even require a job change. Being more “practical” about career goals and ideal work responsibilities will likely bring some happiness and will takes less time and effort to obtain. Sometimes defining personal career goals is difficult for junior faculty. Clinician educators may have many clinical and academic interests and may be uncertain which ones will be sustainable over their careers. Other times, they may not be sure how to carve out a unique facet of a field they see as already full of experts. Some may feel they are “general” practitioners and have trouble finding a focus to differentiate themselves from their peers. When struggling to determine one's personal career goals, it can be helpful to take time to explore different facets of one's field. Meet with colleagues and peers who interest you, even if they are not in your department or institution. Attend a variety of meetin

机译：“仅靠忙碌是不够的，蚂蚁也是如此。问题是，我们在忙什么？” —亨利·大卫·梭罗（Henry David Thoreau）;作为临床医生的教育者，繁忙的临床和学术日程安排是从诊所开始到午餐开始，以及在看完最后一位病人之后很多次为医生预订的。许多医生反身地从一项任务转到另一项任务，而行动之间却没有太多思考。因此，关于学术教师的不满和“倦怠”的文献越来越多。1在最近的一项研究中，近40％的教师由于职业不满和认为缺乏职业成功而认真考虑离开自己的机构或学术界。 .2–5这种不满情绪的核心是生产学术产品的要求，以及为追求学术成就而减少的时间和经济支持。1,6,7许多临床医生对晋升有奖学金的要求，而且大多数机构都要求教职员工提供证明候选人已发展和/或进行了独特或特殊教学的证据。这可能包括新颖的课程或创新的讲座，有关临床和教育主题的出版物以及在会议上的演讲邀请。8,9。成功晋升要求每位教职员工都有明确的目标，并具有优先考虑各种临床和学术要求的能力。建立和成功获得个人职业目标涉及三个核心过程：（1）定义工作要求/任务和个人职业目标; （2）确定当前工作任务与个人职业目标的匹配程度; （3）制定计划，对工作任务进行重组和优先排序，以符合个人职业目标。本文介绍了一种根据工作要求和任务设定个人职业目标的方法，以实现职业成功并有望提高职业满意度。定义工作任务和个人职业目标重组并按优先顺序排列所需的临床和学术工作任务，以使其紧密一致具有个人职业目标的人不一定需要对职业进行大刀阔斧的改造。6,10但是，教师的确必须积极有目的地控制他们的职业决策，以更多地参与促进职业发展的任务，并花更少的时间从事不前进的活动10–16对个人职业目标以及他们如何与当前的工作职责保持一致的沉思思考是控制个人职业的第一步。工作要求和任务与个人职业目标不同。个人职业目标代表了从个人和独特角度看对个人而言很重要的项目，而临床医生则需要根据他们在部门和医学院中所扮演的角色来承担工作职责/任务。当教师制定“理想”的个人职业目标时，目标可以是他们认为合适的“梦想”（完美的工作）或“实践”（使您大部分时间都感到快乐的好工作）。如果获得这份清单，对清单更“梦幻”会带来更多的幸福，尽管这可能需要更多的时间和耐心，甚至需要换工作。对职业目标和理想的工作职责更加“实用”可能会带来一些快乐，并且会花费更少的时间和精力。有时，对于初任教师而言，定义个人职业目标很困难。临床医生可能具有许多临床和学术兴趣，并且可能不确定哪些人在他们的职业生涯中是可持续的。在其他时候，他们可能不确定如何在他们认为已经充满专家的领域中独树一帜。有些人可能会觉得他们是“普通”的从业者，很难找到一个与众不同的重点。在努力确定一个人的个人职业目标时，花一些时间探索一个人领域的不同方面会有所帮助。与您感兴趣的同事和同事会面，即使他们不在您的部门或机构中。参加各种聚会

Achieving Career Satisfaction: Personal Goal Setting and Prioritizing for the Clinician Educator

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