Unveiling Unwritten Curricula: Enhancing Junior Faculty Development in Academic Emergency Medicine

Background and Objectives: The transition from novice to educator in academic emergency medicine is shaped not only by formal training but also by the 'unwritten curriculum', a set of norms and expectations embedded in institutional culture. However, the unwritten curriculum and its potential to impact junior faculty development remains largely unexplored. This study aims to examine if and how the unwritten curriculum influences the experiences and development of junior faculty members in academic emergency medicine.

Methods: Faculty members within their first five years at academic institutions distinct from their residency training sites participated in an anonymous mixed-methods REDCap survey, developed using Schlossberg's transition theory framework. Questions were designed to address its four key domains of adaptation: situation (circumstances), self (personal attributes), support systems (resources), and strategies (coping methods). Quantitative data from structured survey responses were analyzed descriptively to identify key trends, while qualitative responses underwent thematic analysis using a structured codebook. Two independent reviewers identified emergent themes, with discrepancies resolved through a consensus process.

Results: All participants (n = 35) indicated influence of the unwritten curriculum on their professional development; 11.4% (n = 4) reported slight influence, 34.3% (n = 12) reported moderate influence, and 54.2% (n = 19) reported very much or extreme influence. Key themes identified include the unspoken importance of networking, mentorship, and building alliances within the department to secure collaborations and career opportunities. Participants emphasized challenges in navigating departmental politics, understanding hierarchical nuances, and balancing unspoken expectations for committee involvement and informal social participation. Additionally, unclear feedback processes, inconsistent evaluation expectations, and cultural norms for active engagement were noted as barriers to integration and professional growth.

Conclusion: Clear communication of role expectations and unwritten norms, along with support for networking and mentorship, should be integrated into faculty development programming to foster smoother integration and long-term success for physician educators in the nascent stages of their academic careers.

Presenter:

  • Abagayle Bierowski, MD
Authors

  • Abagayle Bierowski, MD

    Thomas Jefferson University

    Dr. Abagayle 'Abby' (Renko) Bierowski is an Emergency Medicine physician and second year medical education fellow at Thomas Jefferson University in Philadelphia, PA. A Baltimore native, Dr. Bierowski graduated summa cum laude from the Pennsylvania State University's Schreyer Honors College with a degree in Psychology prior to attending Penn State College of Medicine. She subsequently trained in Emergency Medicine at Cooper University Hospital in Camden, NJ, where she also served as chief resident. She graduating with a Master of Education in the Health Professions (MEHP) degree though Johns Hopkins University in May of 2025. While her passion for scholarly work began in the prehospital sphere, her research interests have since expanded to include gender disparities in patient care, medical and trainee education, leadership development, graduate medical education, and the role of uncertainty in medical decision-making. She is particularly interested in supporting junior faculty development and assimilation into academia, as well as advocating for transparent and equitable family leave policies and pregnancy/postpartum accommodations across all stages of medical training. Dr. Bierowski's most notable passion lies within mentorship, and she aspires to work within residency program leadership following completion of her fellowship and master's degree program. Outside of work, she enjoys thrifting and spending time with her family and son. Dr. Bierowski is honored to be presenting at SAEM’s 2025 annual meeting.

Related Media