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Women frequently benefit from focused faculty development opportunities not because they need to be "fixed," but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one's career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post-event and longitudinal follow-up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of optimism about their future careers.

Problem: Learner mistreatment has remained an ongoing challenge in academic medicine despite accreditation requirements mandating that every program has systems in place to prevent and respond to mistreatment. While efforts vary across institutions, much remains unanswered in the literature about best practices. Additionally, for the foreseeable future, challenges in the learning environment will likely continue and potentially worsen, given the confluence of multiple external stressors including the COVID-19 pandemic, faculty burnout and general political divisiveness in the nation. It is essential, therefore, to focus on indicators of improvement via process metrics such as knowledge and awareness of mistreatment policies and procedures, willingness to report, reasons for not reporting, and satisfaction with having made a report, while simultaneously focusing on the more complex challenge of eliminating mistreatment occurrences. Intervention: We describe the aspects of our mistreatment prevention and response system first implemented in 2017 along with process and outcome measures. The interventions included expanding our policy outlining appropriate conduct in the teacher-learner relationship; a graduated response protocol to allegations of mistreatment with a clear escalation approach; an online reporting system; a graduate medical education exit survey which mirrors the AAMC Graduation Questionnaire on mistreatment; a robust communication and professional development campaign; a comprehensive data dashboard; and a comprehensive summary report dissemination plan. Context: The interventions were implemented at the largest allopathic medical school in the U.S., with nine campuses across the state. The system is available to all learners, including medical students, graduate students, residents, and fellows. Impact: Both institutional and national data sources have informed the continuous improvement strategies. Data from internal reporting systems, institutional surveys, and national data are presented from 2017 to 2021. Findings include an increasing number of incidents reported each year, including confidential reports from students who include their contact information rather than report anonymously, which we view as an indicator of learner trust in the system. Our data also show consistent improvements in learners' awareness of the policy and procedures and satisfaction with having made a report. We also include other data such as the nature of complaints submitted and timeliness of our institutional response. Lessons Learned: We present several lessons learned that may guide other institutions looking to similarly improve their mistreatment systems, such as a close partnership between faculty affairs, diversity affairs, and educational affairs leadership; communication, professional development, and training through multiple venues and with all stakeholders; easily accessible reporting with anonymous and confidential options and the ability to report on behalf of others; policy development guidance; data transparency and dissemination; and trust-building activities and ongoing feedback from learners. [ABSTRACT FROM AUTHOR]

Many faculty in today's academic medical centers face high levels of stress and low career satisfaction. Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher education broadly and in academic medical centers specifically, this study proposes an expanded model of the unique factors that contribute to faculty vitality in academic medicine. We developed an online survey on the basis of a conceptual model (N = 564) and used linear regression to investigate the fit of the model. We examined the relationships of two predictor variables measuring Primary Unit Climate and Leadership and Career and Life Management with an overall Faculty Vitality index comprised of three measures: Professional Engagement, Career Satisfaction, and Productivity. The findings revealed significant predictive relationships between Primary Unit Climate and Leadership, Career and Life Management, and Faculty Vitality. The overall model accounted for 59% of the variance in the overall Faculty Vitality Index. The results provide new insights into the developing model of faculty vitality and inform initiatives to support faculty in academic medical centers. Given the immense challenges faced by faculty, now more than ever do we need reliable evidence regarding what sustains faculty vitality.

All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing. Faculty developers have offered a variety of programs designed to enhance the writing skills of faculty using a various formats and with varying success. Since 2006, the Indiana University School of Medicine's (IUSM) Office of Faculty Affairs and Professional Development has offered an in-depth two-day workshop plus individual tutorials designed to enhance faculty academic writing skills. This paper presents the results of an evaluation of faculty perceptions of the impact of their participation in this program. (Contains 7 tables.)

Faculty development programs are often at risk during difficult economic times. In order to answer the question about the value that faculty development adds to the institution, programs must measure important outcomes, not simply report the number of faculty served and how well they liked their experience. The authors describe the assessment process used at one medical school to measure change over approximately a two year time span, as well as the interventions and programs that influenced the results, with particular emphasis on women and junior faculty. Results show significant gains across all items and multiple faculty demographic groups. The findings have implications for both decisions about faculty development and assessing its impact. (Contains 1 figure and 5 tables.)

Open communication and processing of primary attachment emotions are crucial when family systems change. Emotionally focused therapy (EFT) can be helpful by encouraging family members to express primary emotions. Expression then fosters renegotiation of bonds and clarification of attachment concerns. Case examples illustrate how EFT can be applied to family life cycle stages. (BF)

Looks at male promiscuity and the gender bias that holds females accountable for sexual activity. Examines communication patterns, family structure, and other factors. Argues that family therapists can alter family communication patterns, redefine boundaries, and promote healthy parental involvement to make an impact on the issue of male sexual promiscuity. (RJM)

The Latino population in the United States is growing at an exponential rate. As a medically underserved population, Latinos experience many health disparities, including those related to mental health. Current [...]

Although the field of family therapy has largely embraced the notions of feminism, many family therapists seem reluctant to call themselves feminists. Nevertheless, questioning the impact of the social context of gender roles on relationships seems relatively commonplace in most family therapists' practice. The present exploratory study investigated whether American Association for Marital and Family Therapy (AAMFT) members work from a feminist perspective, and whether those who work from a feminist perspective would identify themselves or their work as feminist. A convenience sample of AAMFT members (clinical, associate, affiliate, and student) responded to a self-report survey. Results indicated that there is a small but significant difference in feminist behaviors in therapy between respondents who identified with a feminist theoretical orientation and those who did not. Despite this difference, all respondents generally had high scores on the feminist therapy scale scores. Results indicate that although many family therapists do not identify themselves as feminists, their practices are guided by feminist ideals.

BACKGROUND: Practice-based learning and improvement (PBLI) has been promoted as a key component of competency-based training in medical student education, but little is known about its implementation. Methods: This project is part of a larger CERA omnibus survey of family medicine medical student clerkship directors carried out from July to September 2012. Analyses were conducted to as-sess clerkship infrastructure, learner assessment and feedback, and clerkship director perceptions of PBLI curricula. RESULTS: The majority (69.0%, 58/82) of family medicine clerk-ship directors reported that PBLI is not included in their clerkship. Significant predictors of PBLI in the curriculum include: regularly scheduled centralized teaching (weekly or more versus less than weekly, OR=1.14, 95% Cl=1.01-1.29) and clerkship director belief that students should achieve PBLI competency (agree in compe-tency versus disagree in competency, 0R=1.19, 95% Cl=1.08-1.30). Few (20.5%, 16/78) family medicine clerkship directors reported that the amount of PBLI in their curriculum is likely to increase in the next 12 months. The duration of the clerkship was a significant predictor of reported likelihood of increasing PBLI over the next 12 months (3 weeks versus 8 weeks, OR=1.23, 95% CI-1.00-1.51). CONCLUSIONS: Despite increased emphasis on quality improve-ment activities in practice, most family medicine clerkships do not currently offer PBLI curricula. Additionally, less than one in four family medicine clerkships plan on increasing the amount of PBLI curricula in the next 12 months. Continued research in this area is needed to identify successful models for PBLI curricular offerings. [ABSTRACT FROM AUTHOR]

Women now make up half of all medical school matriculates; yet few women hold leadership positions in academic health centers. The reasons for this gender gap are complex and have been the subject of much discussion. However, the experiences of women who successfully ascend to positions of senior leadership are rarely examined. It is critical to develop a greater understanding of women's paths to leadership positions in order to inspire and enable more women to seek such opportunities. Using a semi-structured protocol, we interviewed 16 women leaders who were willing to share their career journeys in a public forum. These leaders were asked to share pivotal moments or milestones, referred to as "stepping stones," in their careers. The interviews were taped, transcribed and analysed for significant patterns and consistent themes. Nine themes were identified and included: hold fast to your values; be open to unexpected opportunities; surround yourself with people who believe in you and people you believe in; be assertive in your communication and actions; continually refine your leadership skills; don't take things personally; stay organized; build positive relationships and welcoming environments; and when and if necessary, prove them wrong. The women leaders had strikingly similar lessons to share. This study develops a deeper understanding of the career paths of women in leadership positions, setting the stage for future study as well as encouraging and empowering more women to climb the leadership ladder. [ABSTRACT FROM AUTHOR]

This article presents an interview of Shobha Pals, who is the Behavioral Science Director for the Indiana University Family Practice Residency, where she has been working for almost six years. Her responsibilities in this rote are largely educational, teaching behavioral medicine to family practice residents and medical students. She also has a clinical practice with patients of the Family Practice Center, and conducts research and engages in scholarly and service activities. Currently she is a member of the Ethics Committee of the American Association for Marriage and Family Therapy and is the Chair of the Legislative Committee for the Indiana Association for Marriage and Family Therapy. Pais grew up in India and came to the U.S. to complete her doctorate in marriage and family therapy at Purdue University. She also holds a master's degree in developmental psychology from the University of Delhi, India. Pals describes her work in medical education while responding to many other questions relted to her professional background.

Feminist principles are rare in medical education and in the practice of medicine. The authors are feminist family therapists and feminist health communication scholars who are faculty in a department of family medicine. In this paper, they present their use of a feminist perspective and feminist methods in their teaching of family physicians in training. The use of a live supervision practicum, imported from marriage and family therapy training, is described as an example of how feminist family therapists can bring a much-needed hut rarely taught perspective to medical education. This perspective represents a paradigm shift away from the traditional model in medicine, one that is based on objectivity and separateness, to a more empathic and connected stance which shifts power in the physician-patient relationship. [ABSTRACT FROM AUTHOR]

While completing my doctorate in marriage and family therapy, I also completed a women's studies graduate minor. For the final exam, I was asked to reflect on themes from my women's studies courses, and how feminist scholarship has influenced my clinical practice of marriage and family therapy. Integrating these interdisciplinary ideas into my understanding and practice of MFT has: been an important exercise in my professional development. I offer this reflection for the purpose of continued dialogue in feminist family therapy and as an example of how interdisciplinary studies can be useful in expanding upon MFT studies. [ABSTRACT FROM AUTHOR]

This paper is meant to broaden the concept of adolescent promiscuity to include male promiscuity and the gender bias that holds females accountable for sexual activity and ignores the role the male has in sexual activity and its consequences. The multiple systems which influence male teenage sexual behavior are examined. Communication patterns, family structure, availability and involvement of parent(s), the influence of gender stereotypes, cultural and ethnic influences, and the effects of the educational system are all examined in light of this broadened concept of male promiscuity. Family therapists possess the kind of knowledge and skills that can alter communication patterns, redefine boundaries, and promote the healthy parental involvement it takes to make an impact on the issue of male sexual promiscuity. Recommendations are made to family therapists with regard to assessment procedures and self-of the-therapist examination. Suggestions for interventions and directives in treatment are given to family therapists who wish to make this issue a part of their concern. [ABSTRACT FROM AUTHOR]

Since their inception in the 1970s, objective structured clinical examinations (OSCEs) have become popular and now are part of the US Medical Licensing Examination for all US medical graduates. Despite general acceptance of this method, there is debate over the value of OSCE testing compared to more traditional methods. A review of reliability and validity research does not clearly show superiority of OSCE testing. To use OSCEs in a valid and reliable way, attention must be paid to test content, test design, and implementation factors, especially when the results will be used for high-stakes decision making. While questions remain around the application of OSCE testing, there are also both known and hidden benefits to students, faculty, and organizations that use OSCEs. This paper reviews the pros and cons of the OSCE method and outlines important issues for medical educators to consider when planning to use OSCEs in their programs.