ABSTRACT
Greenland's bed topography is a primary control on ice flow, grounding line migration, calving dynamics, and subglacial drainage. Moreover, fjord bathymetry regulates the penetration of warm Atlantic water (AW) that rapidly melts and undercuts Greenland's marine-terminating glaciers. Here we present a new compilation of Greenland bed topography that assimilates seafloor bathymetry and ice thickness data through a mass conservation approach. A new 150 m horizontal resolution bed topography/bathymetric map of Greenland is constructed with seamless transitions at the ice/ocean interface, yielding major improvements over previous data sets, particularly in the marine-terminating sectors of northwest and southeast Greenland. Our map reveals that the total sea level potential of the Greenland ice sheet is 7.42 ± 0.05 m, which is 7 cm greater than previous estimates. Furthermore, it explains recent calving front response of numerous outlet glaciers and reveals new pathways by which AW can access glaciers with marine-based basins, thereby highlighting sectors of Greenland that are most vulnerable to future oceanic forcing.
ABSTRACT
BACKGROUND AND OBJECTIVES: More and better research is needed about the effectiveness of faculty development programs. Increasingly, government leaders in Congress and the Administration expect comprehensive outcome and impact evaluation as justification for federal finding. This paper summarizes outcomes reported and methods used in published studies of faculty development programs since 1980.
Subject(s)
Education, Medical, Continuing , Education , Faculty, Medical , Family Practice/education , Fellowships and Scholarships , Humans , Outcome and Process Assessment, Health Care , Program Evaluation , Research Support as Topic , United StatesABSTRACT
BACKGROUND AND OBJECTIVES: Part-time faculty development fellowship programs have trained large numbers of new physician faculty for family medicine education programs. This study reviews data from three part-time fellowship programs to determine how well the programs train new faculty and the academic success of fellowship graduates. METHODS: Part-time fellowship programs at Michigan State University, the University of North Carolina, and the Faculty Development Center in Waco, Tex, sent written surveys to graduates as part of routine follow-up studies. Graduates were asked to report their current status in academic medicine, how they spend their time, measures of academic productivity, and assessments of how well their training prepared them for their current academic positions. Data were complied at each institution and sent to Michigan State University for analysis. RESULTS: The majority of graduates (76%) have remained in their academic positions, and half (49%) teach in medically underserved settings. Graduates report high levels of satisfaction with the training they received. Thirty-two percent of graduates have published peer-reviewed articles, and almost 50% have presented at peer-reviewed meetings. CONCLUSIONS: Part-time fellowship programs have been successful at training and retaining large numbers of new faculty for family medicine.
Subject(s)
Faculty, Medical , Family Practice/education , Fellowships and Scholarships/organization & administration , Staff Development , Female , Humans , Male , Program Evaluation , Surveys and Questionnaires , United StatesABSTRACT
BACKGROUND: This research explored the relationship between collegial networking and faculty "vitality" among graduates of the family medicine faculty development fellowship at the University of North Carolina at Chapel Hill. Faculty vitality was defined by retention in full-time teaching, job satisfaction, academic activity, and contributions to the discipline. METHODS: A questionnaire was mailed to 170 family physician graduates of the 1980-1992 fellowship classes. After a mail and telephone follow-up, the response rate was 85%. Data were collected on career history, professional interests, professional relationships, assessment of fellowship, and professional activities. RESULTS: Respondents with collegial networks were more likely to participate in several academic activities and were more likely to remain in full-time teaching. No association was found between collegial networks and satisfaction or contributions to the discipline. There were only small differences in effect between intra-departmental and extra-departmental collegial networks. Stratification by program type and gender revealed no evidence of effect modification or confounding. CONCLUSIONS: Collegial networks influence some aspects of faculty vitality, particularly retention in full-time teaching. Further research is needed to fully understand its impact.
Subject(s)
Faculty, Medical , Family Practice/education , Fellowships and Scholarships , Interprofessional Relations , Communication , Job Satisfaction , North Carolina , Surveys and QuestionnairesABSTRACT
This report describes a comparative evaluation of outcomes of a faculty development fellowship program in family medicine at the University of North Carolina. Rates of participation in academically oriented professional behavior are compared between family physicians who participated in the program and peers who did not. Results indicate that participation in the fellowship was associated with higher rates of membership in an academic professional association, speaking to national professional meetings, publishing in professional journals, and having research as a part of one's routine work. Program participation was also associated with higher rankings being given to research and teaching residents in contrast with physicians in a comparison group. However, all family physicians surveyed for this study reported high interest and time commitment to patient care. Results are discussed in terms of the careers of academic family physicians and faculty development programs aimed at promoting such careers.
