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Updated: Jul 10, 2026

Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Published on: June 16, 2023

Academic career development in geriatric fellowship training.

Annette Medina-Walpole¹, Judith Fonzi, Paul R Katz

¹Department of Medicine, Division of Geriatrics and Aging, School of Medicine and Dentistry, University of Rochester, Rochester, New York, USA. annette_medinawalpole@urmc.rochester.edu

Journal of the American Geriatrics Society

|November 1, 2007

Summary

A specialized course enhanced geriatric fellows' career development, equipping them with teaching and leadership skills. This program positively impacted career trajectories, with most graduates pursuing academic medicine roles.

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Last Updated: Jul 10, 2026

Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Published on: June 16, 2023

Area of Science:

Medical Education
Geriatric Medicine
Academic Development

Background:

Formal career development is often lacking in geriatric fellowship programs.
The short duration of fellowship training presents challenges for developing academic leaders.
There is a need to prepare fellows for academic leadership roles.

Purpose of the Study:

To implement and evaluate a yearlong course for geriatric fellows focused on teaching and career development.
To enhance fellows' skills in educational initiative development and implementation.
To prepare fellows for academic careers as clinician-teacher-scholars.

Main Methods:

A yearlong interdisciplinary course was developed and delivered to nine geriatric fellows.
Fellows participated in individual and group projects, including portfolio development and presentations.
The course assessed all six Accreditation Council of Graduate Medical Education core competencies.

Main Results:

All fellows reported a positive impact on their career development.
Six out of nine fellows pursued academic careers post-fellowship.
Fellows demonstrated proficiency in developing and presenting educational initiatives.

Conclusions:

The academic career development course effectively prepared geriatric fellows for leadership roles.
The program fostered essential teaching, leadership, and communication skills.
This model can serve as a standard for academic development in geriatric and other subspecialty fellowships.