EM - ORIGINAL Residents values in a rational decision-making model: an interest in academics in emergency medicine John Christian Burkhardt 1,2 • Rebecca Smith-Coggins 3 • Sally Santen 1,2 Received: 8 December 2015 / Accepted: 4 February 2016 Ó SIMI 2016 Abstract Academic physicians train the next generation of doctors. It is important to understand the factors that lead residents to choose an academic career to continue to effectively recruit residents who will join the national medical faculty. A decision-making theory-driven, large scale assessment of this process has not been previously undertaken. To examine the factors that predict an Emer- gency resident’s interest in pursuing an academic career at the conclusion of training. This study employs the ABEM Longitudinal Survey (n = 365). A logistic regression model was estimated using an interest in an academic career in residency as the dependent variable. Independent variables include gender, under-represented minority sta- tus, survey cohort, number of dependent children, posses- sion of an advanced degree, ongoing research, publications, and the appeal of science, independence, and clinical work in choosing EM. Logistic regression resulted in a statisti- cally significant model (p \ 0.001). Residents who chose EM due to the appeal of science, had peer-reviewed publications and ongoing research were more likely to be interested in an academic career at the end of residency (p \ 0.05). An increased number of children (p \ 0.05) was negatively associated with an interest in academics. Individual resident career interests, research productivity, and lifestyle can help predict an interest in pursuing an academic career. Recruitment and enrichment of residents who have similar values and behaviors should be consid- ered in programs interested in generating more graduates who enter an academic career. Keywords Medical education Á Career interest Á Academic career choice Á Decision-making Introduction Academic physicians (APs) train the next generation of the specialty, and have a different role than their colleagues in private practice regarding admission to the field, curricu- lum development, and learner assessment [1]. The AP’s role as teacher has significant impact on the knowledge base, ethical behavior, and clinical practice of their learn- ers, and, through them, their learners’ patients [1]. Given that APs can expect to have a different professional experience than those in private practice, and that physi- cians are trained to make logical and considered decisions, it is important to consider how residents decide on an academic career. [2] Rational decision-making theory, when extended to learners, suggests that individuals make reasoned decisions based on values, such as independence or prestige [3]. Decisions are made to maximize the ‘‘utility’’ for achieving whatever values an individual considers most highly [4]. Factors that may affect learners’ senses of how the benefits of an academic career align with The work included in this manuscript was previously presented in abstract form at the CORD Academic Assembly, Denver, CO March 2013 and SAEM Annual Meeting, Atlanta, GA May 2013. Electronic supplementary material The online version of this article (doi:10.1007/s11739-016-1408-8) contains supplementary material, which is available to authorized users. & John Christian Burkhardt jburkhar@umich.edu 1 Department of Emergency Medicine, University of Michigan, Ann Arbor, MI, USA 2 Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA 3 Department of Emergency Medicine, Dean’s Office, School of Medicine, Stanford University, Stanford, CA, USA 123 Intern Emerg Med DOI 10.1007/s11739-016-1408-8