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How to become a medical professor - a comparative analysis of academic requirements in Germany and the United States.

ABSTRACT: Background:The acquisition of a medical professorship represents a significant step in a physician's academic career. The responsibility as well as the honor and the associated obligations are significant; however, the requirements to become a medical professor vary in Germany. Objective:We analyzed the variable requirements for prospective medical professors in Germany, with special focus on the tenure track concept and the U.S. system. Methods:Based on an online research, we queried German medical faculty regulations to obtain a medical professorship within Germany. Results:We analyzed 35 German universities. On average, 11 publications are required after "venia legendi" to meet professorship (apl) prerequisites (median x??=?10, max?=?24, min?=?6, n?=?16), whereas 6 publications with first or last authorship are required on average (x??=?6, max?=?16, min?=?4, n?=?26). In most German universities, it takes an average of 4 years after gaining habilitation to apply for a professorship (x??=?5 years, max?=?6 years, min?=?2 years). Candidates for university chair positions, however, can shorten this period by an average of 38%. Discussion:In the German academic system, the prerequisites to gain a professorship differ among universities. Due to different scientific cooperation and exchange programs, research and academic activities have reached an intense international exchange level. Yet there is no international or even national standardization, quality assurance, and comparability to gain a medical professorship.

SUBMITTER: Alawi SA

PROVIDER: S-EPMC6817728 | biostudies-literature | 2019 Sep

REPOSITORIES: biostudies-literature

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How to become a medical professor - a comparative analysis of academic requirements in Germany and the United States.

Alawi Seyed Arash SA Luketina Rosalia R Krezdorn Nicco N Busch Lukas Fabian LF Limbourg Anne A Branski Ludwik L Vogt Peter M PM Jokuszies Andreas A

Innovative surgical sciences 20190822 3

<h4>Background</h4>The acquisition of a medical professorship represents a significant step in a physician's academic career. The responsibility as well as the honor and the associated obligations are significant; however, the requirements to become a medical professor vary in Germany.<h4>Objective</h4>We analyzed the variable requirements for prospective medical professors in Germany, with special focus on the tenure track concept and the U.S. system.<h4>Methods</h4>Based on an online research, ...[more]

PMID: 31709302

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Project description:Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences. Objective: To study academic achievement and attainment in children with sickle cell disease in the United States. Design: Medline, Embase, SCOPUS, CINAHL, ERIC, and PsycINFO were searched for peer-reviewed articles. Studies of children (ages 5-18) diagnosed with sickle cell disease of any genotype reporting academic achievement (standardized tests of reading, math, and spelling) or attainment (grade retention or special education) outcomes were included. Outcomes were analyzed using a random effects model. Achievement scores were compared to within study controls or normative expectations. Prevalence of grade retention and special education services were compared to national (United States) estimates for Black students. Age at assessment and overall IQ were evaluated separately for association with reading and mathematics scores. Subgroup analyses of reading and math scores were analyzed by cerebral infarct status (no cerebrovascular accident, silent infarct, stroke). Results: There were 44 eligible studies. Students with sickle cell disease scored 0.70, 0.87, and 0.80 (p < 0.001) SD below normative expectations on measures of reading, mathematics, and spelling, respectively. Compared to unaffected sibling and/or healthy controls (k = 8, n = 508), reading and math scores were 0.40 (p = 0.017) and 0.36 (p = 0.033) SD below expectations. Grade retention was approximately 10 times higher in students with sickle cell disease than Black students nationally. Intellectual functioning explained 97.3 and 85.8% of the variance in reading and mathematics performance, respectively (p < 0.001). Subgroup analyses revealed significant differences in reading (p = 0.034) and mathematics (p < 0.001) based on infarct status, with lower performance associated with presence of a silent infarct or stroke. Conclusion: Students with sickle cell disease demonstrate notable academic difficulties and are at high risk for grade retainment. Development of academic interventions and increased access to school support services are needed for this vulnerable population. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179062.

Dataset Information

How to become a medical professor - a comparative analysis of academic requirements in Germany and the United States.

Publications

How to become a medical professor - a comparative analysis of academic requirements in Germany and the United States.

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