Harvard Macy Institute's Program For Post-Graduate Trainees:Future Academic Clinician-Educators:Fostering the next leaders in medical education. A scholar's perspective / 医学教育

<p>　Medical education has been experiencing a marked paradigm shift. In the US academic health care environment, educational activities are weighed and considered important factors for promotion. Therefore, clinician-educators can flourish in any specialty field. The Harvard Macy Institute has offered longitudinal programs to foster the growth and development of leaders and innovators in healthcare professionals' education across the nation & world for more than 20 years since its foundation in 1994. A three-day intensive course for residents and fellows-in-training was started in 2012 to meet the need to train future faculty leaders. This program is entitled; "Program for Post-Graduate Trainees: Future Academic Clinician-Educators."</p><p>　Recently, the author had the opportunity to participate in this program held at the Massachusetts General Hospital Institute for Health Professions in Boston from December 6th to 8th, 2014. In this article, the author discusses his perspectives on medical education and how to build a career as a clinician-educator, as he introduces the program.</p>

Mentoring in the clinical setting: Process, issues and challenges

Abstract: Mentoring in academic medicine requires the trained mentor to commit time, purpose and dedication for the personal and professional development of three categories of protégés or mentees i.e. medical students, the clinician-trainee and the clinical-educator. Conventionally, assigned mentors monitor the progress of the first two categories of personnel as their career pathway is clearly defined. On the other hand the clinician–educator in academic medicine could be a scientist or a career clinician expected to contribute to medical education activities and research. The clinicianeducator has grown in complexity as he multitasks in providing clinical care, assists in delivering the medical curriculum and is expected to do research and publish. Although there is dearth of research in mentoring the clinician-educator, it is clear that mentored clinicaleducators are more productive by way of scientific publications. Trained mentors are expected to identify the needs of the mentee with regards to the level of his career development and his aptitude to move up the academic ladder, successfully nurturing the maturation process. Processes of mentoring in the clinical setting, attributes of the successful mentor and facilitating the mentee in overcoming challenges in academic medicine are discussed.