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首页> 外文期刊>Academic Medicine: Journal of the Association of American Medical Colleges >Late-Career Faculty: A Survey of Faculty Affairs and Faculty Development Leaders of U.S. Medical Schools
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Late-Career Faculty: A Survey of Faculty Affairs and Faculty Development Leaders of U.S. Medical Schools

机译：晚职业教师：美国医学院的教职员工和教师发展领导人

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Supplemental Digital Content is available in the text. Purpose Individuals 55 or older constitute 28.5% of the U.S. population but 32% of full-time faculty at U.S. medical schools accredited by the Liaison Committee on Medical Education (LCME). The academic medicine community knows little about the policies, programs, and resources for faculty in pre- and post-retirement stages. The authors sought to inventory the range of institutional resources for late-career faculty development and retirement planning in U.S. LCME-accredited medical schools. Method The authors surveyed 138 medical school faculty affairs deans and leaders in May 2017 to ascertain (1) priorities around retirement, succession planning, and workforce development/support; (2) retirement policies; (3) late-career and retirement resources; and (4) perceived factors impacting faculty retirement. Results Of those invited, 84 (60.9%) responded to the survey, and of these, 44 (52.4%) disagreed or strongly disagreed that retirement planning and support was a top priority in their offices. Less than half (n = 35 [41.7%]) reported that their institution had a retirement policy. The 5 most common late-career and retirement-related resources offered were emeriti or honorific appointments, academic benefits for retirees, phased retirement, retirement counseling, and financial planning. More than half the respondents noted that the following factors impact faculty retirements: physician burnout (43/75 respondents [57.3%]), decreased grant funding (42/75 [56.0%]), and changes in productivity requirements (38/75 [50.7%]). Conclusions These data highlight a distinct, startling gap between the needs of a fast-growing population of late-career faculty and the priorities of their institutions. Faculty affairs/faculty development offices must meet these growing needs.
机译：文本中提供了补充数字内容。目的人口55岁或以上的人口占美国人口的28.5％，但美国医学院的32％的全职教师受到联络委员会（LCME）认可的美国医学院。学术医学界对预退休阶段和退休后阶段的教师的政策，计划和资源知之甚少。作者试图通过美国LCME认可医学院的晚职业教师发展和退休规划的制度资源系列。方法调查了138次医学院学院事务院长和领导人于2017年5月，以确定（1）退休，继承规划和劳动力发展/支持的优先事项; （2）退休政策; （3）晚职业和退休资源; （4）影响教师退休的感知因素。邀请的结果84（60.9％）回应了调查，其中44名（52.4％）不同意或强烈不同意，即退休计划和支持是其办事处的首要任务。据报道，不到一半（n = 35 [41.7％]）他们的机构有退休政策。提供的5个最常见的晚期职业和退休相关资源提供了卓越或尊敬的任命，退休人员的学术福利，逐步退休，退休咨询和财务规划。一半以上的受访者指出，以下因素影响教师退休：医生倦怠（43/75受访者[57.3％]），拨款资金减少（42/75 [56.0％]），生产力要求的变化（38/75 [ 50.7％]）。结论这些数据突出了一个鲜明的令人惊讶的差距，在生长的后期职业教师和其机构的优先事项中的快速增长。教师/教师发展办公室必须符合这些日益增长的需求。

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