Transcript Document

Careers in Medicine
Thomas E. McWilliams, D.O., FACOFP
Associate Dean – ATSU/SOMA
Professor – Family Practice/Emergency Medicine
Careers in Medicine Overview
A structured, four-phase/four-year career planning
program
Provides students with a strategy for:
• Understanding themselves and the world of work
• Choosing a specialty and residency program
• Making career and life decisions
Theoretical Foundations
Careers in Medicine activities:
help educate students on career options;
help improve their medical specialty literacy; and
teach decision-making skills.
Careers in Medicine Model
Career/Specialty
Exploration
SelfAssessment
Decisionmaking
Implementation
Residency in
Chosen Specialty
Phase 1: Self-Assessment
Gathering information about self: Who Am I?
What past experiences influenced my career decisions?
What do I like to do?
What is important to me?
What are my greatest strengths?
What are my work environment preferences?
Phase 1: Self-Assessment
Personal Review
Interests
Values
Environmental Factors and Practice Needs
Personality
Skills
Financial Situation
Educational Experiences
Interests
Things you enjoy doing
Three options:
 Option A – Medical Specialty Preference Inventory
(MSPI), 2nd Edition
 Option B – Party Game/Self-appraisal
 Option C - Self-Directed Search
Values
Life principles that influence you and the decisions you make
Three options:
 Option A - Physician Values in Practice Scale (PVIPS)
 Option B - Values Checklist
 Indicate degree of importance for each value in the
list
 Select most important and rank
 Option C - Values Card Sort
 Experiential, hands-on activity
Environmental Factors and
Practice Needs
Measures preferences for
• Practice types
• Size and location of practice
• Working environment
Results are likely to change over time depending on experience
Especially useful for residency program selection
Personality
Who you are and how you relate with others
Two options:
• Option A - The Myers-Briggs Type Indicator®
• Option B - The Keirsey Temperament Sorter
Skills
What you do well
Two options:
• A - Informal Skills Assessment
• B - Skills Assessment with Feedback
Focus is on cross functional, or transferable skills
Phase 1: Putting It All
Together—The Personal
Profile
A personal record of the results of their selfassessment activities
Provides direction for the student in the search for
“compatible specialties”
Confidential – only the student can access their
personal profile
Phase 2: Career
Exploration
Gathering information about career options…
What specialties exist, what do they do, & what are the
people like in that specialty?
What practice settings are open to me?
What non-traditional/non practitioner options are available?
How do my personal characteristics match with the
specialties I am exploring?
Types of Career
Information
Duties, tasks, responsibilities
Knowledge, skills and abilities
Work environment / conditions
Earnings
Workforce information
Future of the specialty
Preparation
Methods of entry
Industries/employers/practice environments
The Process of Career
Exploration
During this phase, students must
understand the world of work by gathering
information about options available
Start with high level
exploration (All
options, general
information)
Narrow down
to three to
five options
Getting Personal:
Conduct more indepth, personal
research on remaining
specialties & career
options
Beginning Career
Exploration
Conduct library research
Conduct online research
• CiM Specialty Pages (112 specialties covered)
• AMA FREIDA
 Specialty Statistics & Physician Workforce Data
• Specialty organizations
Attend school-organized specialty seminars and programs
• School programs (brown bag presentations, panels)
• Specialty Interest Groups
Career Exploration: Getting
Personal
Use information gathered to narrow down to 3-5 options for more indepth research
Contact medical societies, alumni groups, and specialty associations
• Review Publications – journals/newsletters
• Student membership
• Local chapter or activities
Participate in preceptorships
Career Exploration:
Getting Personal (cont.)
Conduct informational interviews
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To learn about specialty areas
To articulate career objectives.
To learn about new developments
To build a network
Explore clinical clerkships
Phase 3: Decision-making
How do I go about weighing the information I’ve learned about
who I am and the knowledge I’ve gained about career
options?
What are my best matches?
How do I evaluate my decision?
How do I select residencies that will fit my needs and
preferences?
Phase 3: Decision-making
Decision 1: Specialty Choice
• Select most important self-assessment information
• Compare with top specialties
• Determine which is the best fit
Decision 2: Selecting Residency Programs
• Retake Environmental Factors assessment
• Identify top factors
• Compare to residency programs under consideration
Phase 4: Implementation
Re-evaluation and follow-up
Clinical clerkships and electives
Applying for residency
The Match(s)
Moving on…
Careers in Medicine Web site
www.aamc.org/careersinmedicine – click login
Online career assessment tools
Decision-making tools
Specialty pages for 112 specialty areas, including:
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Description of the specialty
Personal characteristics
Training and residency information
Compensation information
Workforce data
Links to over 1000 specialty organizations, journals &
publications
Student Evaluation of Careers in
Medicine Website
6
GRADING SCALE
5
4.56
6 = Extremely helpful
5 = Quite helpful
4.2
4.5
4.22
4
3.63
4 = Helpful
3 = Somewhat helpful
3
2 = Not very helpful
2
Get into
residency
Choose
specialty
Exploring
options
0
Understanding
self
1
Useful
1 = Useless