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Career advising in family medicine: a theoretical framework for structuring the medical student/faculty advisor interview.

Bradner M, Crossman SH, Vanderbilt AA, Gary J, Munson P - Med Educ Online (2013)

Bottom Line: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice.The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling.This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

View Article: PubMed Central - PubMed

Affiliation: Department of Family Medicine, Virginia Commonwealth University School of Medicine, Richmond, VA 23298, USA. mkbradne@vcu.edu

ABSTRACT

Background: There are unique challenges to recruiting students into the specialty of family medicine within academic medical centers.

Methods: At Virginia Commonwealth University, we developed an advising framework to help students address institutional and personal obstacles to choosing family medicine as a career.

Results: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice. The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling.

Conclusion: This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

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Diagramatic flow of 5 career advising discussion topics.
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Figure 0001: Diagramatic flow of 5 career advising discussion topics.

Mentions: This framework proposes that any student statements or questions need to be viewed as a starting point – a bridge – to exploring in further depth the student's knowledge and interests. The key role for the family medicine faculty advisor is to ask the right questions. This process of inquiry is organized into five conceptual areas: (1) self-knowledge; (2) perception; (3) organizational voice; (4) cognitive dissonance; and (5) anticipatory counseling. Refer to Fig. 1 for the theoretical framework.


Career advising in family medicine: a theoretical framework for structuring the medical student/faculty advisor interview.

Bradner M, Crossman SH, Vanderbilt AA, Gary J, Munson P - Med Educ Online (2013)

Diagramatic flow of 5 career advising discussion topics.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3756303&req=5

Figure 0001: Diagramatic flow of 5 career advising discussion topics.
Mentions: This framework proposes that any student statements or questions need to be viewed as a starting point – a bridge – to exploring in further depth the student's knowledge and interests. The key role for the family medicine faculty advisor is to ask the right questions. This process of inquiry is organized into five conceptual areas: (1) self-knowledge; (2) perception; (3) organizational voice; (4) cognitive dissonance; and (5) anticipatory counseling. Refer to Fig. 1 for the theoretical framework.

Bottom Line: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice.The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling.This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

View Article: PubMed Central - PubMed

Affiliation: Department of Family Medicine, Virginia Commonwealth University School of Medicine, Richmond, VA 23298, USA. mkbradne@vcu.edu

ABSTRACT

Background: There are unique challenges to recruiting students into the specialty of family medicine within academic medical centers.

Methods: At Virginia Commonwealth University, we developed an advising framework to help students address institutional and personal obstacles to choosing family medicine as a career.

Results: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice. The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling.

Conclusion: This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

Show MeSH