1. Careers in Medicine Thomas E. McWilliams, D.O., FACOFP Associate Dean – ATSU/SOMA Professor – Family Practice/Emergency Medicine

2. A structured, four-phase/four-year career planning program Provides students with a strategy for: Understanding themselves and the world of work Choosing a specialty and residency program Making career and life decisions Careers in Medicine Overview

3. Careers in Medicine activities: help educate students on career options; help improve their medical specialty literacy; and teach decision-making skills. Theoretical Foundations

4. Careers in Medicine Model Implementation Self- Assessment Decision- making Career/Specialty Exploration Residency in Chosen Specialty

5. Gathering information about self: Who Am I? What past experiences influenced my career decisions? What do I like to do? What is important to me? What are my greatest strengths? What are my work environment preferences? Phase 1: Self-Assessment

6. Personal Review Interests Values Environmental Factors and Practice Needs Personality Skills Financial Situation Educational Experiences

7. Things you enjoy doing Three options:  Option A – Medical Specialty Preference Inventory (MSPI), 2 nd Edition  Option B – Party Game/Self-appraisal  Option C - Self-Directed Search Interests

8. Life principles that influence you and the decisions you make Three options:  Option A - Physician Values in Practice Scale (PVIPS)  Option B - Values Checklist  Indicate degree of importance for each value in the list  Select most important and rank  Option C - Values Card Sort  Experiential, hands-on activity Values

9. Measures preferences for Practice types Size and location of practice Working environment Results are likely to change over time depending on experience Especially useful for residency program selection Environmental Factors and Practice Needs

10. Who you are and how you relate with others Two options: Option A - The Myers-Briggs Type Indicator® Option B - The Keirsey Temperament Sorter Personality

11. What you do well Two options: A - Informal Skills Assessment B - Skills Assessment with Feedback Focus is on cross functional, or transferable skills Skills

12. Phase 1: Putting It All Together—The Personal Profile A personal record of the results of their self- assessment activities Provides direction for the student in the search for “compatible specialties” C onfidential – only the student can access their personal profile

13. Phase 2: Career Exploration Gathering information about career options… What specialties exist, what do they do, & what are the people like in that specialty? What practice settings are open to me? What non-traditional/non practitioner options are available? How do my personal characteristics match with the specialties I am exploring?

14. Duties, tasks, responsibilities Knowledge, skills and abilities Work environment / conditions Earnings Workforce information Future of the specialty Preparation Methods of entry Industries/employers/practice environments Types of Career Information

15. Getting Personal: Conduct more in- depth, personal research on remaining specialties & career options Narrow down to three to five options During this phase, students must understand the world of work by gathering information about options available Start with high level exploration (All options, general information) The Process of Career Exploration

16. Conduct library research Conduct online research CiM Specialty Pages (112 specialties covered) AMA FREIDA  Specialty Statistics & Physician Workforce Data Specialty organizations Attend school-organized specialty seminars and programs School programs (brown bag presentations, panels) Specialty Interest Groups Beginning Career Exploration

17. Career Exploration: Getting Personal Use information gathered to narrow down to 3-5 options for more in- depth research Contact medical societies, alumni groups, and specialty associations Review Publications – journals/newsletters Student membership Local chapter or activities Participate in preceptorships

18. Conduct informational interviews To learn about specialty areas To articulate career objectives. To learn about new developments To build a network Explore clinical clerkships Career Exploration: Getting Personal (cont.)

19. How do I go about weighing the information I’ve learned about who I am and the knowledge I’ve gained about career options? What are my best matches? How do I evaluate my decision? How do I select residencies that will fit my needs and preferences? Phase 3: Decision-making

20. Decision 1: Specialty Choice Select most important self-assessment information Compare with top specialties Determine which is the best fit Decision 2: Selecting Residency Programs Retake Environmental Factors assessment Identify top factors Compare to residency programs under consideration

21. Phase 4: Implementation Re-evaluation and follow-up Clinical clerkships and electives Applying for residency The Match(s) Moving on…

22. Careers in Medicine Web site www.aamc.org/careersinmedicinewww.aamc.org/careersinmedicine – click login Online career assessment tools Decision-making tools Specialty pages for 112 specialty areas, including: Description of the specialty Personal characteristics Training and residency information Compensation information Workforce data Links to over 1000 specialty organizations, journals & publications

23. Student Evaluation of Careers in Medicine Website GRADING SCALE 6 = Extremely helpful 5 = Quite helpful 4 = Helpful 3 = Somewhat helpful 2 = Not very helpful 1 = Useless