Possible work groups to address strategic goals for enhancing the specialty of hematology in the United States
| Clinical |
| • Exploring hospitalist and other career enhancement opportunities through engagement of hospitals |
| • Engagement with and assessing the impact of regulatory entities such as the ABIM, ABP, American Board of Legal Medicine, Accreditation Council for Graduate Medical Education, The Joint Commission, and others |
| • Impact of the Patient Protection and Affordable Care Act and the Patient-Centered Outcomes Research Institute |
| • Enhancing mentorship of the clinical hematologist |
| Training |
| • Research training: exploring opportunities for redesigning the pathway to research independence |
| • Enhancing flexibility in training along clinical/translational/basic pathways with requisite “entry and exit ramps” to protect the trainee against time penalties |
| • Exploring opportunities for special trainee pathways (eg, medicine/pediatrics; critical care across the age spectrum; chronic disease management across the age spectrum) |
| • Fostering/expanding/supporting mentorship for research and career development |
| Research |
| • Enhancement of basic and clinical research mentorship |
| • Centers of Excellence creation/expansion for specialized training and broadened mentorship |
| • Establishment of an integrated longitudinal pathway for researcher development |
| • Exploration of public-private partnership opportunities for research support |
| • Creation of funding mechanisms that encourage established scientists to take risks and that support innovation |
| • Development of funding mechanisms to bridge established investigators when needed to maintain a science workforce |
| • Consideration of other ways to make the pursuit of translational or basic research a securer career option |
| Data collection and analyses |
| • Database creation and tracking of trainees in hematology |
| • Modeling of societal needs and trends |
| • Assessment of who should be partnering with whom and what data are critical |
| • Education of the public about how hematology care and research impact their health and well-being |
| Clinical |
| • Exploring hospitalist and other career enhancement opportunities through engagement of hospitals |
| • Engagement with and assessing the impact of regulatory entities such as the ABIM, ABP, American Board of Legal Medicine, Accreditation Council for Graduate Medical Education, The Joint Commission, and others |
| • Impact of the Patient Protection and Affordable Care Act and the Patient-Centered Outcomes Research Institute |
| • Enhancing mentorship of the clinical hematologist |
| Training |
| • Research training: exploring opportunities for redesigning the pathway to research independence |
| • Enhancing flexibility in training along clinical/translational/basic pathways with requisite “entry and exit ramps” to protect the trainee against time penalties |
| • Exploring opportunities for special trainee pathways (eg, medicine/pediatrics; critical care across the age spectrum; chronic disease management across the age spectrum) |
| • Fostering/expanding/supporting mentorship for research and career development |
| Research |
| • Enhancement of basic and clinical research mentorship |
| • Centers of Excellence creation/expansion for specialized training and broadened mentorship |
| • Establishment of an integrated longitudinal pathway for researcher development |
| • Exploration of public-private partnership opportunities for research support |
| • Creation of funding mechanisms that encourage established scientists to take risks and that support innovation |
| • Development of funding mechanisms to bridge established investigators when needed to maintain a science workforce |
| • Consideration of other ways to make the pursuit of translational or basic research a securer career option |
| Data collection and analyses |
| • Database creation and tracking of trainees in hematology |
| • Modeling of societal needs and trends |
| • Assessment of who should be partnering with whom and what data are critical |
| • Education of the public about how hematology care and research impact their health and well-being |