Characteristics of Academic Anesthesiologist’s Elected to an Institutional Academy of Master Educators

Background. The educational experience and success of academic anesthesiologists may be elusive to quantify. We wished to examine the characteristics of a cohort of anesthesiology faculty who were inducted into a medical school master educator academy over the last decade. Methods. After IRB approval with waiver of consent, all 10 anesthesiology faculty inductees into the academy supplied relevant data for their accomplishments at the time of induction in multiple educational domains, including teaching and assessment, mentoring and advising, evidence of scholarship and production of enduring materials, and educational leadership. These were deidentified and analyzed. Results. The cohort had evidence of a consistent, visible footprint in the department, medical school, affiliated associations and state and national professional organizations. These included educational leadership positions, numerous teaching recognition and awards, substantial committee service, active mentorship exceeding usual faculty effort and robust portfolios of publications and presentations related to teaching and/or incorporating and supporting mentees as co-authors. Neither time in rank or academic progress was a limitation with several achieving induction in \u3c 5 years. Conclusions. It is possible for full-time anesthesiology clinicians to achieve success in educational recognition within the medical school body. This summary of characteristics of one department’s cohort may be useful to others seeking such recognition and serve. Based on the aggregate findings, we make recommendations for faculty wishing to pursue excellence in education