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Junior Faculty Development Program Graduates

Congratulations to four faculty members who recently graduated from the  2020-2021 UMMS Junior Faculty Developement Program. This year two radiology faculty, past graduates of the JFDP, served as mentors for the year-long program.

Radiology Graduates

Maria F. Barile, MD assistant professor of radiology UMMSMaria F. Barile, MD, assistant professor of radiology (mentor: Susan B. Gagliardi, PhD, professor of neurology)
Designing an integrated cardiothoracic imaging curriculum: concept, implementation, evaluation, and optimization

David S. Gerson, MD, MBA assistant professor of radiology UMMSDavid S. Gerson, MD, MBA, assistant professor of radiology (mentor: Carol Bova, PhD, RN, ANP, professor of nursing and medicine)
Utilization of Iron Sucrose as an MRI Contrast Agent in Patients with Renal Failure

Anna Luisa Kuhn, MD, PhD assistant professor of radiology UMMSAnna Luisa Kuhn, MD, PhD, assistant professor of radiology (mentor: Arlene S. Ash, PhD, professor of population & quantitative health sciences)
Yield of a 3rd angiogram in angiographic-negative subarachnoid hemorrhage

Steven J. Sherry, MD assistant professor of radiology UMMS

Steven J. Sherry, MD, assistant professor of radiology (mentor: Nils Henninger, MD, PhD, associate professor of neurology)
Development of an MR T1-Weighted, Non-Contrast Perfusion Imaging Sequence for Neuroradiology

Radiology Mentors

Carolynn M. DeBenedectis, MD, associate professor of radiology (mentored: Guy Carmelli, MD, assistant professor of emergency medicine)

Yasmin Carter, PhD, assistant professor of radiology (mentored: Dhivya Kannabiran, MD, assistant professor of obstetrics & gynecology)

The Junior Faculty Development Program (JFDP) is designed to address the needs of junior faculty and provide a foundation for their success. Junior faculty are an essential resource for an academic institution. If the institution is to grow and flourish, these individuals must be nurtured, mentored, and retained. Junior faculty are recruited with excellent training in research or clinical practice but they often lack the skills—beyond the ability to perform in the laboratory or the clinic—that are critical for a successful career in academic medicine. Furthermore, most junior faculty are expected to teach but many have little training in designing and delivering an educational program.