- •Foreword
- •Contents
- •Contributor Current and Past Positions: Association for Academic Surgery
- •Contributors
- •Academic Surgeons as Bridge-Tenders
- •Types of Surgical Research
- •Going Forward
- •Selected Readings
- •Introduction
- •Preparation Phase
- •Assistant Professor
- •Job Search
- •The First Three Years
- •Career Development Awards (CDAs)
- •Contemplating a Mid-Career Move?
- •Approaching Promotion
- •Associate Professor and Transition to Full Professor
- •Conclusion
- •Selected Readings
- •Introduction
- •Reviewing the Literature
- •Developing a Hypothesis
- •Study Design
- •Selected Readings
- •Introduction
- •The Dual Loyalties of the Surgeon-Scientist
- •Human Subjects Research
- •Informed Consent
- •Surgical Innovation and Surgical Research
- •Conflict of Interest
- •Publication and Authorship
- •Conclusion
- •References
- •Sources of Error in Medical Research
- •Study Design
- •Inferential Statistics
- •Types of Variables
- •Measures of Central Tendency and Spread
- •Measures of Spread
- •Comparison of Numeric Variables
- •Comparison of Categorical Values
- •Outcomes/Health Services Research
- •Steps in Outcomes Research
- •The Basics of Advanced Statistical Analysis
- •Multivariate Analysis
- •Time-to-Event Analysis
- •Advanced Methods for Controlling for Selection Bias
- •Propensity Score Analysis
- •Instrumental Variable (IV) Analysis
- •Summary
- •Selected Readings
- •Transgenic Models
- •Xenograft Models
- •Noncancer Models
- •Alternative Vertebrate Models
- •Selected Readings
- •Overview
- •Intellectual Disciplines and Research Tools
- •Comparative Effectiveness Research
- •Patient-Centered Outcomes Research
- •Data Synthesis
- •Overview
- •Intellectual Disciplines and Research Tools
- •Disparities
- •Quality Measurement
- •Implementation Science
- •Patient Safety
- •Optimizing the Health Care Delivery System
- •Overview
- •Intellectual Disciplines and Research Tools
- •Policy Evaluation
- •Surgical Workforce
- •Conclusion
- •References
- •Introduction
- •What Is Evidence-Based Medicine?
- •Evidence-Based Educational Research
- •Forums for Surgical Education Research
- •Conducting Surgical Education Research
- •Developing Good Research Questions
- •Beginning the Study Design Process
- •Developing a Research Team
- •Pilot Testing
- •Demonstrating Reliability and Validity
- •Developing a Study Design
- •Data Collection and Analysis
- •Surveys
- •Ethics
- •Funding
- •Conclusions
- •Selected Readings
- •Genomics
- •Gene-Expression Profiling
- •Proteomics
- •Metabolomics
- •Conclusions
- •References
- •Selected Readings
- •Introduction
- •Why Write
- •Getting Started
- •Where and When to Write
- •Choosing the Journal
- •Instructions to Authors
- •Writing
- •Manuscript Writing Order
- •Figures and Tables
- •Methods
- •Results
- •Figure Legends
- •Introduction
- •Discussion
- •Acknowledgments
- •Abstract
- •Title
- •Authorship
- •Revising Before Submission
- •Responding to Reviewer Comments
- •References
- •Selected Readings
- •Introduction
- •Origins of the Term
- •Modern Definition and Primer
- •Transition from Mentee to Colleague
- •Mentoring Risks
- •Conclusion
- •References
- •Selected Readings
- •The Career Development Plan
- •Choosing the Mentor
- •Writing the Career Development Plan
- •The Candidate
- •Research Plan
- •Final Finishing Points About the Research Plan
- •Summary
- •References
- •Introduction
- •Decisions, Decisions!
- •Mission Impossible: Defining a Laboratory Mission or Vision
- •Project Planning
- •Saving Money
- •Seek Help
- •People
- •Who Should I Hire?
- •Advertising
- •References
- •Interviews
- •Conduct a Structured Interview
- •Probation Period
- •Trainees
- •Trainee Funding
- •Time Is on Your Mind
- •Research Techniques
- •Program Leadership
- •Summary
- •Selected Readings
- •Introduction
- •Direct Evidence
- •Indirect Evidence
- •Burnout
- •Prevention of and Recovery from Work–Life Imbalance
- •Action Plan for Finding Balance: Personal Level
- •Action Plan for Finding Balance: Professional Level
- •Conclusion
- •References
- •Introduction
- •Time Management Strategies
- •Planning and Prioritizing
- •Delegating and Saying “No”
- •Action Plans
- •Activity Logs
- •Scheduling Protected Time
- •Eliminating Distractions
- •Buffer Time
- •Goal Setting
- •Completing Large Tasks
- •Maximizing Efficiency
- •Get Organized
- •Multitasking
- •Think Positive
- •Summary
- •References
- •Selected Readings
- •Index
Contributors
Malcolm V. Brock, M.D. Department of Surgery and Oncology, Johns Hopkins School of Medicine, Baltimore, MD, USA and
Department of Environmental Health Sciences, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
Justin B. Dimick, M.D., M.P.H. Department of Surgery, Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, MI, USA
David P. Foley, M.D. Department of Surgery, Division of
Organ Transplantation, University of Wisconsin School of Medicine and Public Health, Madison,
WI, USA
Steven B. Goldin, M.D., Ph.D Department of Surgery, University of South Florida, Tampa General Hospital, Tampa, FL, USA
Caprice C. Greenberg, M.D., M.P.H. Department of Surgery, University of Wisconsin Hospitals and Clinics,
Highland Avenue, Madison, WI, USA
xv
xvi Contributors
Andrea A. Hayes-Jordan, M.D. Department of Surgical
Oncology, UT MD Anderson Cancer Center, Houston, TX, USA
Melina R. Kibbe, M.D., RVT Division of Vascular Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
Scott A. LeMaire, M.D. Division of Cardiothoracic Surgery, Michael E. DeBakey Department of Surgery,
Baylor College of Medicine, Texas Heart Institute at St. Luke’s Episcopal Hospital, Houston, TX, USA
Peter R. Nelson, M.D., M.S. Department of Surgery, Division of Vascular Surgery, University of Florida College of Medicine, Gainesville, FL, USA
Fiemu E. Nwariaku, M.D. Professor of Surgery, Associate Professor and Vice Chair, Department of Surgery, University of Texas Southwestern Medical School, Dallas, TX, USA
Timothy M. Pawlik, M.D., M.P.H. Department of Surgery, Johns Hopkins University School of Medicine,
Baltimore, MD, USA
Carla M. Pugh, M.D., Ph.D. Department of Surgery, Northwestern University, Feinberg School of Medicine, Chicago, IL, USA
Taylor S. Riall, M.D., Ph.D. Department of Surgery, University of Texas Medical Branch, Galveston, TX, USA
C. Max Schmidt, M.D., Ph.D., MBA Department of Surgery, Department of Biochemistry and Molecular Biology, Indiana University School of Medicine, Indianapolis,
IN, USA
Contributors xvii
Margaret L. Schwarze, M.D. Division of Vascular Surgery,
University of Wisconsin School of Medicine, Madison, WI, USA
Julie Ann Sosa, MA, M.D. Divisions of Endocrine Surgery and Surgical Oncology, Department of Surgery,
Yale University School of Medicine, New Haven, CT, USA
Christoph Troppmann, M.D. Department of Surgery,
University of California, Davis, Sacramento,
CA, USA
Kathrin Troppmann, M.D. Department of Surgery,
University of California, Davis, Sacramento,
CA, USA
Part I
Introduction
Chapter 1
Why Be an Academic
Surgeon? Impetus and
Options for the Emerging
Surgeon-Scientist
Scott A. LeMaire
Keywords Academic surgeon • Surgeon-scientist
•Mentorship • Teaching • Research • Career development
•Basic science research • 'Ifanslational research • Clinical
research • Outcomes research • Health services research
• Education research
I cannot imagine a career more rewarding than that of an academic surgeon. This is the simple message I attempt to impart when mentoring students and trainees considering a career as a surgical scientist. The conversations that ensue in response to this proclamation invariably delve into the overarching questions of"What?","Why?", and "How?"Although most of this book will guide you in the "How," in this brief introduction I will focus on the "What" and the "Why" by
S.A. LeMaire
Division of Cardiothoracic Surgery, Michael E. DeBakey Deparbnent of Surgery, Baylor College of Medicine, Texas Heart Institute at
St. Luke's Episcopal Hospital, Houston, TX, USA
H. Chen and L.S. Kao (eds.), Success in Academic Surgery, |
3 |
DOl 10.1007/978-0-85729-313-8_1,
©Springer-Verlag London Limited 2012