SUSAN Chubinskaya’s Post

"The erosion of the academic medical center mission need not be a fait accompli for today’s institutions. What is needed is leadership which sees the academic and research missions as mutually inclusive with innovative financial strategy and the long-term sustainability of the enterprise." Michael Anderson, MD, MBA, Joyce DeLeo, and Kimberly Smith provide practical recommendations for how AMCs and academic health systems can recruit the kind of leaders capable to reimagining their paths forward. #impactfulleadership #academicmedicine

A new chapter has started

Do you know the difference between a Doctorate and a Ph.D.? Here are the major differences between them by the experts at Univ Admit Help: Professional doctorate programs tend to be oriented toward those seeking advancement in more practical management, or elsewhere outside academia whereas if you want to burrow into academia, then a Ph.D. track is probably the best. Some of the examples for a Doctorate and a Ph.D. are: DBA (Doctorate in Business Administration) or DHA (Doctorate in Healthcare Administration). PhD in Management, PhD in Education, PhD in Nursing, or PhD in Public Health. Talk to our Ivy League Mentors who can help you with a Strong Profile and Application to crack Ivy Leagues & Other Top 30 Non-Ivy Colleges in US & UK. Call us to know more: +91 98182 46119 #univadmithelp #doctorate #phd #doctoratedegree #doctoratestudent #phddegree #phdstudent #phdvsdoctorate #phdanddoctorate #phdanddoctors

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Since medical school, I've been looking for a mentor, striving to find that one person who could guide and inspire me. Although I engaged academically with many impressive role models at my home institution, I felt there was a lack of deeper, nurturing professional bonds. When I came to Boston as a graduate student, I hoped to turn this situation around and connect with people who would push me toward my goals and advocate for me when needed. Yet, I still haven't found the mentor I am looking for. This challenge is even harder for a foreign national who is still trying to learn about the system and has to struggle twice as hard to prove their value and potential. I recently met a fellow medical graduate from Europe. He was fortunate enough to find a PI from his home country who has been working in the Harvard system for years and sponsored him to come as a postdoc. When I inquired about his experience, he acknowledged his PI as a mentor, but after four months, he still hasn’t had conversations about his roadmap for success or independent projects. Sadly, I think this is the case for many PIs, who see the members of their teams not as mentees but as employees. Don't get me wrong, there's an argument for that, but I think human bonds in science should be based primarily on mutuality and equitable growth for everyone involved. Defining genuine mentorship has been a learning curve for me. I firmly believe that great mentors are out there, but it takes self-awareness to search in the right places and courage to showcase our strengths and potential. This beautiful piece by Dr. Koven helped me articulate my understanding of true mentorship. It's one of the most self-challenging and uplifting perspectives I've read in years—a must-read for every healthcare professional.

Great article by my colleague Stan Tilton which highlights physician Types via the MBTI. The data show that a majority of physicians have TJ preferences (also known as Extraverted Thinking), which are common among Executive Leaders as well. Having facilitated MBTI workshops for Executive Leaders in medicine for many years, I can attest to this finding; the modal Type in most of my leadership workshops was INTJ. I particularly like the tips at the end of the article, which are relevant for any Leader who wants to improve their skills. Becoming aware of conscious processes and what is less conscious and fodder for development is so important in leadership roles.

engaged in this reading, looking at equity [particularly with communities underrepresented in medicine, or IUM] focus concepts to reflect on: equitable assessment systems role of identity assessment for growth role of relationships role of mentorship these concepts align well with the focus I've had an similar pathways to learner success: assessments as teaching tools teacher-learner interaction mentoring interactions #curriculumdevelopment

unpacking today's academic development course topics, which focused on the following: examining curriculum through the lens of diversity, equity, and inclusion and belonging [with vibrant discussion of both the aspirational components and real-time challenges] equal access and equity in dental education [for both of the learners and the communities that are supported through patient care] accessibility, accommodation, universal design for learning [with some lively point and counterpoint during our discussions] the use of integrated case scenarios [incorporating basic/foundational science, pharmacology, and behavioral science, elements of ethics and professionalism, and social determinants of health as core components of the case scenarios] empathy in learning #curriculumdevelopment

Curious about restorative justice in an academic medical setting? Check out a Scoping Review of Restorative Justice in Academics and Medicine: A Powerful Tool for Justice Equity Diversity and Inclusion. Read more at https://lnkd.in/gdPNw2wK

"Publish or perish" is the usual mantra for success in academics. When it comes to higher education, teaching skills and research work are linked together. However i have come across many teachers in medical colleges who were great teachers and excellent clinicians but lacking in publications. The amount of interest shown by students in their classes and the respect they got was the true measure of success. While i agree that research is important but equating number of publications with teaching abilities is not correct. Prioritizing publications and citations for promotion in academia has led to the rise of clinically irrelevant articles and bogus research topics.