Molly M. Gathright
Associate Dean, Graduate Medical Educ
Also affiliated: American Academy of Child and Adolescent Psychiatry (2013); University of Arkansas Medical Center (2014); Psychiatric Medical Center (2013)
Faculty Researcher
College of Medicine
Research Areas
Biomedical Subjects
Biography and Research Information
OverviewAI-generated summary
Molly M. Gathright's work focuses on medical education and the administration of graduate medical training programs. She serves as the Associate Dean for Graduate Medical Education and Designated Institutional Official at the University of Arkansas for Medical Sciences (UAMS) College of Medicine, where she oversees the accreditation of over 60 residency programs. Dr. Gathright's clinical background is in psychiatry, with a subspecialty in child and adolescent psychiatry. She previously directed the Psychiatric Research Institute Child Diagnostic Unit, focusing on complex pediatric cases and interprofessional evaluation approaches.
An award-winning educator, Dr. Gathright has held leadership roles in residency education, including program director for the Child and Adolescent Psychiatry Fellowship and the Transitional Year Residency. Her research interests include issues related to burnout in academic medicine and the role of transitional year programs in medical education. She has a citation count of 323 and an h-index of 8 across 19 publications.
Research Overview
Molly M. Gathright is an Associate Professor of Psychiatry and serves as the Associate Dean for Graduate Medical Education (GME) and Designated Institutional Official for UAMS College of Medicine. In this position, she oversees accreditation of 60 plus UAMS GME training programs. Dr. Gathright received her medical degree from the UAMS College of Medicine in 2003 and remained at UAMS for a general psychiatry residency and a fellowship in child and adolescent psychiatry. Dr. Gathright served as the inaugural medical director of the Psychiatric Research Institute Child Diagnostic Unit from 2008-2016, where her clinical interest centered on diagnostically challenging children and the interprofessional comprehensive approach to evaluation in this innovative treatment setting. An award-winning educator, Dr. Gathright has been active in residency education since joining the faculty in 2008, later serving as the program director for the Child and Adolescent Psychiatry Fellowship from 2013 until assuming her role as Assistant Dean for GME from 2016-2019. Additionally, she served as the inaugural program director for the Transitional Year Residency from 2016 -2020. Dr. Gathright has served on the National Reference Committee of the American Psychiatric Association (APA) and as the district representative to the Assembly of the APA. Dr. Gathright currently serves on the Steering Committee for the American Association of Medical Colleges, Group on Resident Affairs. She also serves as Councilor for the Arkansas Chapter of Alpha Omega Alpha. Dr. Gathright’s areas of scholarship have focused on educational research, professional learning environments and physician burnout. She is a fellow in the American Psychiatric Association and a member of the American Academy of Child and Adolescent Psychiatry, and an elected member of the American College of Psychiatrists.
Metrics
- h-index: 8
- Publications: 19
- Citations: 325
Selected Publications
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A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students (2021)
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Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine (2021)
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Psychometric Properties of the Copenhagen Burnout Inventory in an Academic Healthcare Institution Sample in the U.S. (2020)
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A One-Year Institutional View of Resident Physician Burnout (2019)
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Differences in burnout prevalence between clinical professionals and biomedical scientists in an academic medical centre: a cross-sectional survey (2019)
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Perspectives of meaningful work in a high-burnout academic medical center: a discourse analysis (2018)
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Crystal clear or tin ear: how do medical students interpret derogatory comments about patients and other professionals? (2016)
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An Innovative, Interdisciplinary Model of Care for Inpatient Child Psychiatry: an Overview (2015)
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What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives (2015)
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Lesbian, Gay, Bisexual, and Transgender (LGBT) Content Representation on the Psychiatry Resident In-Training Examination, 2009–2013 (2015)
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Critical Synthesis Package: Professionalism Mini-Evaluation Exercise (P-MEX) (2014)
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Racial/Ethnic Disparities in Mental Health Care Utilization among U.S. College Students: Applying the Institution of Medicine Definition of Health Care Disparities (2014)
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The Use of Collaborative Problem Solving to Address Challenging Behavior Among Hospitalized Children With Complex Trauma: A Case Series (2014)
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Worsening Psychosis after Fever of Unknown Origin in an Adolescent Boy with Autism (2013)
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Do They Stay Or Do They Go? Residents Who Become Faculty at Their Training Institutions (2012)
Collaboration Network
Top Collaborators
- Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine
- A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students
- Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine
- Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine
- Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine
- Loss of Meaning at Work Associated with Burnout Risk in Academic Medicine
- A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students
- A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students
- A Transitional Year Residency Program Provides Innovative Solutions for Unmatched Medical Students
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