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• Mentoring and the Career Satisfaction of Male and Female Academic Medical Faculty

• Defining “Faculty” in Academic Medicine: Responding to the Challenges of a Changing Environment

• How we developed the GIM clinician–educator mentoring and scholarship program to assist faculty with promotion and scholarly work

• What Do Faculty in Health Professions Need to be Competent Educators? Results from a School-Wide Needs Assessment

• Female Physician Wellness: Are Expectations of Ourselves Extreme?

• Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments

• Lake Wobegon be gone! The "below-average effect" and the egocentric nature of comparative ability judgments

• Twelve tips for getting your manuscript published

• Authorship: why not just toss a coin?

• Defining the Role of Authors and Contributors

• How to handle authorship disputes: a guide for new researchers

• The “Fourth Mission”: The Time Commitment of Anesthesiology Faculty for Management Is Comparable to Their Time Commitments to Education, Research, and Indirect Patient Care

• Critical Role of the Surgeon–Anesthesiologist Relationship for Patient Safety

• Research, Education, and Nonclinical Service Productivity of New Junior Anesthesia Faculty During a 2-Year Faculty Development Program

• Academic Mentoring Discussion Overview

• Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

• A new approach to mentoring for research careers: the National Research Mentoring Network

• Mentee Missteps: Tales From the Academic Trenches

• Program Requirements and Mentor/Mentee Role Descriptions

• How to create a PowerPoint Presentation

• Academic Faculty Development PowerPoint Presentation

• W. Edwards Deming's 14 Points for Total Quality Management

• Successful Careers in Adult Cardiothoracic Anesthesiology