Unveiling Unwritten Curricula: Enhancing Junior Faculty Development in Academic Emergency Medicine
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The authors aimed to explore how junior faculty in academic emergency medicine perceive and navigate the "unwritten curriculum," which encompasses informal norms and expectations that influence their professional development. Through a survey of 35 junior faculty members, they identified key themes such as the importance of mentorship, implicit expectations regarding productivity and engagement, and challenges related to departmental politics and feedback processes. The findings suggest that addressing these unwritten norms through structured support and clear communication may enhance the transition and growth of junior faculty.
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