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Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher education broadly and in academic medical centers specifically, this study proposes an expanded model of the unique factors that contribute to faculty vitality in academic medicine. We developed an online survey on the basis of a conceptual model (N = 564) and used linear regression to investigate the fit of the model. We examined the relationships of two predictor variables measuring Primary Unit Climate and Leadership and Career and Life Management with an overall Faculty Vitality index comprised of three measures: Professional Engagement, Career Satisfaction, and Productivity. The findings revealed significant predictive relationships between Primary Unit Climate and Leadership, Career and Life Management, and Faculty Vitality. The overall model accounted for 59% of the variance in the overall Faculty Vitality Index. The results provide new insights into the developing model of faculty vitality and inform initiatives to support faculty in academic medical centers. 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What are the elements necessary to run a successful laboratory? How does one find the resources and help to know what is important for promotion and tenure? Most training in graduate school or in clinical fellowships does not answer these questions. Too often, new junior tenure-track research faculty members are left to learn from the “school of hard knocks” and essentially are reinventing the wheel, which is a huge waste of time. This article describes the history of research faculty, what makes them successful, and offers suggestions on how we can help them reach their greatest potential.", "publicationTitle": "Advances in Health Sciences Education", "publisher": "", "place": "", "date": "2012/05/01", "volume": "17", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "259-268", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Adv in Health Sci Educ", "DOI": "10.1007/s10459-010-9261-4", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s10459-010-9261-4", "accessDate": "2013-09-26T16:35:32Z", "PMID": "", "PMCID": "", "ISSN": "1382-4996, 1573-1677", "archive": "", "archiveLocation": "", "shortTitle": "Research faculty development", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "00002", "tags": [ { "tag": "Faculty development", "type": 1 }, { "tag": "Medical Education", "type": 1 }, { "tag": "Medical school faculty", "type": 1 }, { "tag": "New office development", "type": 1 }, { "tag": "Research faculty", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-09-26T16:35:32Z", "dateModified": "2015-02-12T16:20:26Z" } }, { "key": "XG2E8VU7", "version": 5, "library": { "type": "group", "id": 216342, "name": "ofapd", "links": { "alternate": { "href": "https://www.zotero.org/groups/ofapd", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/216342/items/XG2E8VU7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ofapd/items/XG2E8VU7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 365649, "username": "kristalongtin", "name": "Krista Longtin", "links": { "alternate": { "href": "https://www.zotero.org/kristalongtin", "type": "text/html" } } }, "creatorSummary": "Welch et al.", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "XG2E8VU7", "version": 5, "itemType": "journalArticle", "title": "Flexibility in Faculty Work-Life Policies at Medical Schools in the Big Ten Conference", "creators": [ { "creatorType": "author", "firstName": "Julie L.", "lastName": "Welch" }, { "creatorType": "author", "firstName": "Sarah E.", "lastName": "Wiehe" }, { "creatorType": "author", "firstName": "Victoria", "lastName": "Palmer-Smith" }, { "creatorType": "author", "firstName": "Mary E.", "lastName": "Dankoski" } ], "abstractNote": "", "publicationTitle": "Journal of Women's Health", "publisher": "", "place": "", "date": "05/2011", "volume": "20", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "725-732", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1089/jwh.2010.2553", "citationKey": "", "url": "http://online.liebertpub.com/doi/abs/10.1089/jwh.2010.2553", "accessDate": "2013-09-26T16:37:33Z", "PMID": "", "PMCID": "", "ISSN": "1540-9996, 1931-843X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "00004", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-09-26T16:37:33Z", "dateModified": "2015-02-12T16:20:25Z" } }, { "key": "DDZQ63RN", "version": 4, "library": { "type": "group", "id": 216342, "name": "ofapd", "links": { "alternate": { "href": "https://www.zotero.org/groups/ofapd", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/216342/items/DDZQ63RN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ofapd/items/DDZQ63RN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 365649, "username": "kristalongtin", "name": "Krista Longtin", "links": { "alternate": { "href": "https://www.zotero.org/kristalongtin", "type": "text/html" } } }, "creatorSummary": "Dankoski et al.", "parsedDate": "2012-05-01", "numChildren": 1 }, "data": { "key": "DDZQ63RN", "version": 4, "itemType": "journalArticle", "title": "Academic Writing: Supporting Faculty in a Critical Competency for Success", "creators": [ { "creatorType": "author", "firstName": "Mary", "lastName": "Dankoski" }, { "creatorType": "author", "firstName": "Megan", "lastName": "Palmer" }, { "creatorType": "author", "firstName": "Julianna", "lastName": "Banks" }, { "creatorType": "author", "firstName": "Randy", "lastName": "Brutkiewicz" }, { "creatorType": "author", "firstName": "Emily", "lastName": "Walvoord" }, { "creatorType": "author", "firstName": "Krista", "lastName": "Hoffmann-Longtin" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Bogdewic" }, { "creatorType": "author", "firstName": "George", "lastName": "Gopen" } ], "abstractNote": "All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The “publish or perish” pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing. Faculty developers have offered a variety of programs designed to enhance the writing skills of faculty using a various formats and with varying success. Since 2006, the Indiana University School of Medicine's (IUSM) Office of Faculty Affairs and Professional Development has offered an in-depth two-day workshop plus individual tutorials designed to enhance faculty academic writing skills. This paper presents the results of an evaluation of faculty perceptions of the impact of their participation in this program.", "publicationTitle": "The Journal of Faculty Development", "publisher": "", "place": "", "date": "May 1, 2012", "volume": "26", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "47-54", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://newforums.metapress.com/content/T3653831883N0686", "accessDate": "2013-09-26T16:36:36Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Academic Writing", "language": "", "libraryCatalog": "MetaPress", "callNumber": "", "rights": "", "extra": "00004", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-09-26T16:36:36Z", "dateModified": "2015-01-16T17:19:30Z" } }, { "key": "WPACD9KN", "version": 2, "library": { "type": "group", "id": 216342, "name": "ofapd", "links": { 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In order to answer the question about the value that faculty development adds to the institution, programs must measure important outcomes, not simply report the number of faculty served and how well they liked their experience. The authors describe the assessment process used at one medical school to measure change over approximately a two year time span, as well as the interventions and programs that influenced the results, with particular emphasis on women and junior faculty. Results show significant gains across all items and multiple faculty demographic groups. 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