anesthesiology and their academic output validate these concerns. A 2022 study examining National Institutes of Health (NIH) grant recipients associated with anesthesiology departments across 10 years (2011–2020) outlines total awarded funds at $1,676,482,440, with most of the funds awarded to only 10 departments in the United States. Of note, the total 1-year NIH funding in 2021 for academic internal medicine departments was 3 times higher than the 10-year funding of anesthesiology departments. Additionally, American Board of Anesthesiology (ABA) diplomats represent a minority (37%) of the anesthesiology researchers obtaining grant funding, with a small number of faculty members receiving a prevalence of monies. Overall, the number of publications per academic anesthesiologist across the United States remains modest as does the impact of the scholarly work. Improving environments in which academic anesthesiologists thrive may be paramount to successful academic productivity. In fact, adding to the lack of academic time is the limited bandwidth of senior academic physicians to mentor and support aspiring physician scientists. Given then the challenges for individual departments and notable successes of specialty-specific collaborative efforts (eg, Foundation for Anesthesia Education and Research [FAER]), additional pooled-resource approaches may be necessary to successfully support and develop clinician scientists. It is in this spirit that the leadership of Anesthesia & Analgesia and The Journal of Education in Perioperative Medicine, unified with the Association of University Anesthesiologists, aim to sponsor the Introduction to Clinical Research for Academic Anesthesiologists (ICRAA) Course. Directed toward early career academic anesthesiologists who wish to gain competency specifically in the fundamentals of clinical research and receive mentorship to develop an investigative project, the yearlong course will provide participants with the skills necessary to design research initiatives, ethically direct research teams, successfully communicate ideas with data analysts, and write and submit scientific articles. Additionally, the course, articulated in a series of interactive lectures, mentored activities, and workshops, will teach participants to review articles submitted for publication to medical journals and to critically appraise evidence in published research....

中文翻译：

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行动呼吁：支持下一代麻醉学临床医生的专业课程

麻醉学及其学术成果证实了这些担忧。一项 2022 年的研究调查了 10 年（2011-2020 年）内与麻醉科相关的美国国立卫生研究院 (NIH) 赠款接受者，概述了获得的总资金为 1,676,482,440 美元，其中大部分资金仅授予美国的 10 个部门。值得注意的是，2021 年 NIH 对学术内科的 1 年资助总额是麻醉科 10 年资助的 3 倍。此外，美国麻醉学委员会 (ABA) 的外交官在获得资助的麻醉学研究人员中占少数 (37%)，少数教职员工普遍获得资助。全面的，在美国，每位学术麻醉师发表的论文数量仍然不大，学术工作的影响也是如此。改善学术麻醉师茁壮成长的环境可能对成功的学术生产力至关重要。事实上，除了学术时间的缺乏之外，高级学术医师指导和支持有抱负的医师科学家的带宽有限。鉴于当时各个部门面临的挑战以及特定专业合作努力的显着成功（例如，麻醉教育和研究基金会 [FAER]），可能需要额外的资源整合方法来成功支持和培养临床医生科学家。正是本着这种精神，麻醉与镇痛和围手术期医学教育杂志的领导，与大学麻醉师协会联合，旨在赞助学术麻醉师临床研究介绍 (ICRAA) 课程。针对希望获得临床研究基础能力并获得指导以开发调查项目的早期职业学术麻醉师，为期一年的课程将为参与者提供设计研究计划、道德指导研究团队、成功交流想法所需的技能与数据分析师一起撰写和提交科学文章。此外，该课程通过一系列互动讲座、指导活动和研讨会进行阐述，将教参与者审查提交给医学期刊发表的文章，并批判性地评估已发表研究中的证据……