ReviewPediatric cardiology2026
A Model for Supporting Faculty Promotion Readiness in Pediatric Cardiology.
Review in Pediatric cardiology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Academic promotion plays a critical role in career advancement and retention in academic pediatrics, yet faculty frequently encounter barriers such as unclear requirements, limited mentorship and sponsorship, and competing clinical demands. To address these challenges, we developed and implemented a longitudinal, specialty-specific faculty promotion support program within a Division of Pediatric Cardiology. The model integrates institution-specific education, interactive workshops, individualized coaching, and longitudinal peer support to improve promotion readiness. Following participation, faculty demonstrated improvements in knowledge of promotion criteria, timelines, and required documentation, and reported high satisfaction with the program. Qualitative feedback emphasized the value of peer accountability, narrative development, and personalized guidance. This approach offers a practical and adaptable framework for supporting promotion readiness and faculty career development in academic centers.
Indexed as
Identifiers
42599516What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.