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Around 10-15% of universities in the United States have a college of medicine. The career path for those looking to work at a college of medicine is quite different than that of other colleges and departments in higher education. In this Higher Ed Careers interview, Andrew Hibel, COO of HigherEdJobs, learns from Dr. Bi Awosika, University of Cincinnati College of Medicine, about the fundamentals of working at a college of medicine and her career path.
Andrew Hibel (HigherEdJobs): Can you tell us about your medical and higher ed career path?
Dr. Bi Awosika (University of Cincinnati College of Medicine): My career path started with an opportunity of an appointment to become one of the Chief Medical Residents after my internal medicine residency training program in Boston. Fortunately, I was surrounded by wonderful mentors who saw my potential as an early clinician educator and administrator, which allowed me to thrive and support the varying communities. With the successes that humbled me and the challenges that I faced, I was constantly reminded of the privilege I had to grow in the same formative environments that shaped who I aspired to be moving forward.
My year-long appointment in 2011 reaffirmed my desire to stay within academic medicine, get involved with medical residency programs, and work towards improving systems-based practices within the hospital setting as I took care of patients. However, I also knew that if I had the opportunity to have a seat at the table, I wanted to spend my time and effort elevating those future clinicians and leaders in medicine coming from behind. I looked forward to exploring a role in coaching and advising, but I did not know in what capacity.
As I continued my path, I looked to expand my skillsets and exposure, starting with medical directorship in a new medical unit to being a champion in reducing the length of stay in hospital admissions. My passions soon evolved into supporting the clinical competencies of learners in higher education by advising students and residents throughout their path through higher education through my various roles. As an Associate Program Director and Assistant Dean, I am constantly reminded of the humbling privilege of vision and intention to support the learning and working environments at hand. Spanning both realms of undergraduate and graduate medical education has ultimately allowed for further personal and professional growth and adaptability as an educator and leader over the years.
Hibel: How does working in a college of medicine or medical school differ from working in other departments on a college campus? Does a medical school (or college of medicine) have a similar structure to other departments, or is it structured differently?
Awosika: There are a few key differences to highlight. Within a college of medicine, the focus is on cultivating various strategic principles that intertwine, including clinical optimization, healthcare delivery, and educational and research excellence. This enables faculty and staff to provide healthcare at a clinical level, contribute to teaching trainees, and engage in significant research. Furthermore, within a college of medicine, there is a substantial opportunity to leverage collaborative efforts to unite various experts and strengthen these principles. This interdisciplinary approach may differ from the strategies employed by other collegiate departments. For example, other departments within a college may lack a clinical focus or may have limited research opportunities within a specific discipline in comparison.
The structure and resources may also differ between a college of medicine and other collegiate departments. For instance, given that there are various strategic principles within a college of medicine that anchor the unifying institutional mission, the structure of the college must adequately provide the necessary frameworks to serve that mission effectively. These frameworks include resources such as affiliated academic teaching health centers catering to diverse communities in need of appropriate care, simulation centers for students and trainees to enhance their learning environments, and other important entities like clinical institutes and research laboratories. Furthermore, government funding, earned clinical revenues, and philanthropic efforts are crucial for supporting these resources and the mission. On the other hand, other collegiate departments may have a less hierarchical leadership structure or funding on a smaller scale.
Lastly, the workflow may differ within a college of medicine navigating an interdisciplinary approach, given the expectations of delivering patient care, research, and education. Other collegiate departments may provide somewhat more flexibility in their workflow, also depending on those expectations.
Hibel: You have held various roles in your medical and higher education career, including assistant dean, associate program director, chair, and associate professor. What advice do you have for job seekers looking for a role at a medical school?
Awosika: Early in my career, a mentor encouraged me to focus on my passions outside of my clinical responsibilities of delivering health care to my patients. This advice has enabled me to explore areas of interest and find my own niche to advance medical education. That would be the first step for job seekers: reflect on the areas of specialty that pique your interest and in which you have gained expertise, and look for positions that align with those areas. Job seekers who are early in their careers may not have a solid foundation of what that looks like, and that is quite okay. Explore what areas of focus in the medical school interest you to maintain the momentum needed to thrive in that role.
If you have found a particular position and have advanced in the application process, create opportunities to engage further with current members within that unit. Research the strengths, challenges, and opportunities for growth within that unit. The more research you do and the conversations you have, the better you can prepare yourself to explore the unique attributes you can bring that lead to improvement and innovation. Additionally, as you seek roles within the medical school, ensure that you will have enough protected time, personnel, and resources to set yourself up for success. Opportunities offered for professional development through workshops or conferences will lead to greater satisfaction.
Furthermore, given the interdisciplinary structure of a medical school, don’ t hesitate to embrace the spirit of collaboration and nurture your growth mindset. This will immerse you in a multitude of differing thoughts and experiences shared by your colleagues, helping to improve the working and learning environments. With a role aligned with your core values, collaboration ultimately challenges you to move out of your comfort zone, combat imposter syndrome, and can significantly help mitigate burnout while focusing on well- being.
Hibel: How has medical school, or working at a medical school, changed in the last 5-10 years? How have you seen higher ed medical school professions change?
Awosika: Several emerging themes have led to changes within medical schools over the past 5 to 10 years. One notable change in the curriculum of academic medicine that has piqued my interest is the emphasis on competency-based medical education. This approach examines the various competencies, knowledge, and skill sets that medical students must demonstrate through different activities to establish their readiness to perform them. This method differs from traditional grading systems. Additionally, to accommodate CBME, a medical school must engage in critical reflection and intention when assessing the curriculum’s needs, providing the necessary structure to support this transformation. Another important theme of change is the impact of technology, particularly digital health in healthcare delivery, including the influence of telemedicine and the rise of artificial intelligence. The effects of COVID-19 served as a catalyst for further development, especially in telemedicine. Its impact helped clarify the benefits and limitations within disparities that highlight the need to enhance access to care. Furthermore, the evolving use of artificial intelligence is likely to lead to various outcomes, including changes in delivering curricular content, improving support for struggling learners as a remediation tool, and effectively collecting data to advance research in medical education. Moreover, over the decade, as we continue to explore the need to advance medicine within the medical professions, there has been a strong, ongoing desire to maintain efforts that promote wellness and well-being in our environments. Although I have addressed only a few areas of change over time, the overarching goal emphasizes how intentional change can pave the way for lifelong learning for everyone.
Hibel: As a medical professional, what keeps you inspired working in higher education?
Awosika: My parents are retired educators who are not healthcare professionals, yet they exemplify what it means to be servant leaders. Through their actions and commitment to teaching, I have learned to embrace one’s life journey and understand how invaluable education is in sharing and shaping these experiences. This principle holds true regardless of whether individuals have shared lived experiences. Recognizing the beauty in the diverse backgrounds, thoughts, and experiences of others has shaped me into a better person, capable of leading with integrity. Witnessing this manifest in the inclusion of various talents on my teams to support positive outcomes and foster ongoing innovation in medical education has been uplifting. Furthermore, passing the torch to encourage and support future generations of leaders in medicine and thinking critically and creatively about preserving our mission has a profound impact. One of my favorite quotes is from Nelson Mandela, who once said, “Education is the most powerful weapon which you can use to change the world.” There is a steadfast commitment to helping mold learners who can harness their academic strengths and inclination to lead and serve with cultural humility, providing the essential care needed throughout our communities. Over time, the ability to recognize the various gifts in one another- and how, both individually and collectively, they can drive powerful change- will be a humbling privilege that continually inspires me in higher education.
