Preparing for the Job Search

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Faculty Position: Job Search

Networking

Networking plays a crucial role in finding the right position and serves as an initial step in the job search process. Initial contact with a department can be established through various methods, including personal contacts, referrals, journal advertisements, social media postings, or attendance at emergency medicine (EM) conferences. In some cases, employment firms assist physicians in seeking academic positions. These firms, staffed with recruiters or “headhunters,” are typically compensated by the employer/department through a fee. While most employers/departments may not use such firms for a junior faculty position, they may do so for senior faculty roles such as chair, vice chair, or residency program director positions.

When exploring faculty positions, it’s beneficial to cultivate a social network to ask about potential job opportunities. Build your network by connecting with individuals, departments, and groups that align with your interests. Leading social networks for job networking, such as Doximity and LinkedIn, can be valuable resources. Ensure your profiles are professional, accurate, and up to date, with all posts adhering to ethical standards and patient privacy regulations. Platforms like LinkedIn, Doximity, Facebook, Twitter, and Instagram often feature job postings and information on regional networking events. Connecting with recent graduates from your program, colleagues, friends, and alumni societies can also yield beneficial connections. Expand your network by leveraging existing contacts to connect you with other professionals.

Additionally, engaging with EM organizations such as the Society for Academic Emergency Medicine (SAEM), the American College of Emergency Physicians (ACEP), the American Academy of Emergency Medicine (AAEM), the American College of Osteopathic Emergency Physicians (ACOEP), and the Council of Residency Directors (CORD), can help in building your network and accessing job listings. Stay informed about job opportunities by reviewing major EM journals such as Annals of Emergency Medicine, the Journal of Emergency Medicine, Academic Emergency Medicine, Academic Emergency Medicine Education & Training, and organizational magazines such as SAEM Pulse and the Emergency Medicine Resident Association’s (EMRA’s) EM Resident.

Attending job fairs at EM national conferences such as the SAEM Annual Meeting, the ACEP conference, and the National Association of EMS Physicians (NAEMSP) conference offers another excellent starting point. Engage with employers during these events gain insights into the job market and note the qualifications and attributes emphasized by employers. This information will help you enhance your skill set and CV to become a stronger applicant and align your career goals with the best opportunities available.

Identifying Your Professional and Personal Goals

When considering your first position, it is important to define your career goals. Consider factors such as the amount of time you're willing to dedicate to achieving your professional goals within the initial five years of your career. A full-time academic faculty member averages a 50-55 hour workweek, with approximately 32 hours allocated to clinical care, although these figures may vary based on the hospital. Your answers to the following questions will vary based on whether you are seeking employment at large academic centers or community hospitals with academic programs. Speak with as many people at the institution as needed to make the most informed decision for your career.

  • Are you interested in participating in administrative or education initiatives such as conferences, didactic sessions, and journal clubs, beyond bedside patient care?
  • Do you seek opportunities for research, publications, and other scholarly activities?
  • Do the departmental values align with your own?
  • Are there additional activities available that count towards promotion?
  • Are there opportunities for further training, education, or coursework?
  • What are the expectations regarding citizenship (attendance at meetings, participation in educational and administrative activities)?
  • Do the responsibilities associated with the position align with your goals?
  • Are there career advancement opportunities?
  • What are the general annual expectations for all faculty members?
  • What are the requirements and criteria for promotion?
  • What mentorship and faculty development opportunities are available?
  • Is there access to training in your specific area of interest?

Similar to community jobs, academic positions can encompass various practice types, with the most common ones including:

  • University Employed: This entails an academic appointment with the university along with a clinical role in the emergency department (ED). Typically, it involves a salaried position with additional responsibilities related to education and research.
  • Hospital Employed: Individuals under this category are W2 employees usually affiliated with an academic institution.
  • Corporate Groups: These groups are typically owned by a few individuals or investors and contract with hospitals or universities to staff the ED. Their primary objective is business success while fulfilling contractual obligations. There is often a strong emphasis on business operations, and while many are "for profit," not all fall into this category. There exists significant variability among these groups.
  • Democratic or Private Groups: While becoming less prevalent, physician-owned groups often offer a partnership track. Each partner holds "political equity" within the group, enabling them to participate in decision-making processes regarding practice-related issues. As with corporate groups, there is considerable variability among democratic or private groups.

Once you have determined the type of job that aligns with your career and personal goals, it’s crucial to ensure that the location and environment match your priorities. Remember that there is more to life than clinical medicine and you should  feel as fulfilled outside the hospital as you do inside. Take time to explore the area, look at available housing options, venture downtown on weekends, and see what entertainment options are available to ensure the city is suitable for your lifestyle.

In addition to your career goals, give careful consideration to your personal goals:

  • What short-term and long-term goals have you set for yourself?
  • How flexible are you with these plans?
  • Do you have a desired geographic location?
  • Are you considering relocation to be closer to family?
  • Do you intend to purchase a home, start a family, or repay educational loans and, if so, what is your timeline for achieving these goals?
  • Are you committed to fulfilling a military obligation?
  • Do you have any medical conditions to consider?
  • Are you a caregiver for your children, parents, or someone else?
  • Are you willing to prioritize your career needs over those of your partner’s?
  • Are there religious or cultural communities and organizations in the area of importance to you?
  • If you have or plan to have children, how are the local schools, parks, and daycares facilities rated?

Types of Practices and Locations

Young EM physicians often envision themselves teaching because it’s a role they are familiar with. However, teaching is not the same as academics. Teaching represents just one facet of the traditional academic mission, which encompasses clinical care, teaching, and scholarship. Teaching opportunities are diverse, extending beyond traditional academic units (departments and divisions) within medical schools. They can also be found in community hospitals where physicians have the chance to educate medical and health professional students, residents, and fellows. Clinical teaching roles may include serving as adjunct faculty in residency programs (often as adjunct faculty) at a satellite center or being part of an EM residency program affiliated with but not centered on an academic center. Teaching in a traditional academic site typically demands dedication, time commitment, and possibly additional training beyond bedside teaching experience. Here are some factors to consider when evaluating practice types:

  • Independent hospital-based group vs. large multi-hospital group
  • Employment by hospital/health system vs. a private group
  • Department staffing model: Will you be supervising trainees, and how often?
  • Required clinical shifts and ability to moonlight
  • Salary and benefits structure (considering that time is often more valuable than money)
  • Professional allowances (such as travel, organization memberships, licensure, CME, protected time off)
  • Experience and accreditation of faculty members
  • Accreditation status, reputation, and diversity of the training program and department/hospital
  • Sick call and back-up call schedule, and department culture regarding forced time off
  • Department clinical metrics and resources (including daily census, wait times, boarding, availability of consults, and presence of ancillary staff)

Each model has its own set of pros and cons, so it's essential to carefully weigh these factors to determine the practice type that best aligns with your career goals and personal preferences.

Areas to Investigate About the Department and Institution

  1. Hospital Size
  2. Residency Programs Offered
  3. Coverage Area (Number of Hospitals Covered)
  4. Patient Demographics
  5. Medical School Affiliation
  6. Faculty Interests and Specializations
  7. Trauma Center Designation
  8. Divisions Within the Department (e.g., EMS, Toxicology, Pediatrics, Research)
  9. Clinical Sites Associated with the Department
  10. Specialized Services (e.g., STEMI/Heart, Stroke, Burn Center)
  11. Hospital Capabilities (Consultation Services, Obstetrics Access, etc.)
  12. Academic Tracks Available (Clinical, Research, Tenured)
  13. Faculty Mentorship Programs
  14. Research Infrastructure (Clinical and Benchtop)
  15. Department's Track Record in Developing Research Scientists

Geographic Considerations

Most large academic medical schools are situated in urban areas, while teaching hospitals are more commonly found in suburban and urban settings. Some residency programs utilize satellite centers or community hospitals that provide unique clinical experiences such as rural, non-trauma center, pediatric, or geriatric care. Your openness to working beyond the primary academic center may open up more entry-level opportunities in these alternative settings. Many prominent academic groups are affiliated with large health systems and multiple hospitals. As a junior faculty member, you might be asked to practice temporarily at a site separate from the main campus or divide your time among multiple sites.

Curriculum Vitae and Cover Letters

The curriculum vitae (CV) is the most important document that you will provide to your potential employer. For that reason, crafting an effective CV requires careful tailoring to the specific position you are seeking and attention to detail. A well-crafted CV should underscore your unique accomplishments and qualifications that align with the position. Typically a CV begins with your education, including degrees and advanced training, followed by sections such as teaching and research experience. Key components of a comprehensive CV include:

  1. Name and contact information
  2. Education, starting with the most recent institution or program
  3. Licensure and certification
  4. Post-graduate training, with the most recent experiences listed first
  5. Professional appointments or employment history
  6. Research contributions and publications
  7. Mentoring
  8. Accomplishments
  9. Professional society memberships
  10. References

There is no prescribed length for a CV, but prioritize quality over quantity. Use the CV to not only list experiences but also to explain roles, responsibilities, and unique features of activities. For example, if you were involved in a research publication, provide a narrative of your roles and responsibilities. Similarly, if you served as a course director or participated in course development, elaborate on your role. Including evidence of teaching excellence or the impact of research publications, such as evaluations or publication impact factors (e.g., Altimetric scores or H index) can enhance your CV.

Presentation is an important aspect of CV creation. Eliminate spelling and grammatical errors through careful proofreading, and avoid using acronyms. Ensure consistency in formatting and font throughout the document. Have at least one unbiased mentor review your CV for errors.

In addition to a CV, many employers request a cover letter. A cover letter allows you to clearly articulate why you are interested in a position and to summarize unique aspects of your CV. Use it to highlight your career goals and experiences, ensuring alignment with the position and organization to which you are applying. Some institutions may also ask for a personal mission statement - a succinct “elevator speech” addressing your philosophy regarding education and research - which can be included with your CV.

Job Search Timeline

Residents should begin their formal search for employment by the fall of their final year of residency or toward the end of the fellowship. This process is generally fluid, with opportunities opening and closing throughout the year on a rolling basis. If you are intending to start working immediately after graduation, you should plan to sign a contract by late winter or early spring and begin the licensing and credentialing process for the state and institution. Keep in mind that the licensing and credentialing process can be time-consuming, so it is important to allow ample time to complete all necessary paperwork, which may take several months.

  • PGY2 (Spring): Attend conferences and meetings to network and gain insight into the academic medicine landscape.
  • PGY3 (Summer): Decide on the type of academic center and general location you may want to apply to. Revise your CV with a focus on employment.
  • PGY3 (Fall): Reach out to departments/institutions to inquire about positions and send your CV and cover letter. Participate in screening interviews, if offered.
  • PGY3 (Winter): Engage in interviewing, contract negotiation, and review.
  • PGY3 (Spring): Sign the contract and start the credentialing/licensing process. Note that each state has different requirements, so review them at the start of the process.

*Postpone by one year if attending a four-year program