• Scott C Graziano, Sarah M Page-Ramsey, Samantha D Buery-Joyner, Susan Bliss, LaTasha B Craig, David A Forstein, Brittany S Hampton, Laura Hopkins, Margaret L McKenzie, Helen Morgan, Archana Pradhan, Elise N Everett, and Undergraduate Medical Education Committee, Association of Professors of Gynecology and Obstetrics.
• Loyola University Chicago, Stritch School of Medicine, Maywood, Illinois; the University of Texas Health Science Center, San Antonio, Texas; Virginia Commonwealth University, Inova Campus, Falls Church, Virginia; Carolinas Medical Center, Charlotte, North Carolina; the University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma; Touro College of Osteopathic Medicine Harlem, New York, New York; Women & Infants Hospital of Rhode Island, Division of Urogynecology, Providence, Rhode Island; University of Ottawa, Ottawa, Ontario, Canada; Cleveland Clinic South Pointe Hospital, Cleveland, Ohio; the University of Michigan, Ann Arbor, Michigan; UMDNJ-Robert Wood Johnson New Brunswick, New Brunswick, New Jersey; and the Robert Larner, MD, College of Medicine at the University of Vermont, Burlington, Vermont.
• Obstet Gynecol. 2019 Sep 1; 134 (3): 621-627.

AbstractThe lack of a defined framework for advancement and development of professional identity as a medical educator may discourage faculty from pursuing or progressing through a career in academic medical education. Although career advancement has historically been linked to clinical work and research, promotion for teaching has not been supported at the same level. Despite potential challenges, a career in academic medicine has its share of rewards. This article by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee will describe how to develop as an academic medical educator in obstetrics and gynecology, providing tips on how to start, advance, and succeed in an academic career, and provide an overview of available resources and opportunities.

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