Anne S. Tsao

Academic medical centers face ongoing challenges in providing structured, career -stage-–specific faculty development, mentorship, and leadership opportunities that effectively engage faculty throughout their academic careers. The Academic Career Development Committees at The University of Texas MD Anderson Cancer Center represent a structured, faculty-driven model designed to promote professional growth, mentorship, and leadership engagement across all career stages. Grounded in established principles of faculty development and mentorship in academic medicine, the Academic Career Development Committees foster cross-level collaboration, inclusive participation, and intentional skill-building. Outcomes were measured through participant evaluations, attendance and participation trends, mentorship engagement indicators, and qualitative feedback gathered from participant comments and committee discussions. These data demonstrated improved faculty engagement, expanded mentorship opportunities, increased satisfaction, increased clarity in career planning, enhanced interdisciplinary collaboration, and informed continuous program improvement efforts. This initiative offers a scalable and replicable model for strengthening faculty engagement and leadership capacity in academic health systems.

PHAROS study design and participants, clinical validation, and F1CDx analyses

Table S6. Summary statistics of F1LCDx test PPA and PPV after including imputed data

PHAROS study design and participants, clinical validation, and F1CDx analyses

Table S7. Summary statistics of ORR for the F1LCDx+/CTA+ population (ƍ1) on imputed complete data

Table S4. Contingency table comparing BRAF V600E status between the CTA and F1CDx

Table S7. Summary statistics of ORR for the F1LCDx+/CTA+ population (ƍ1) on imputed complete data

Table S3. Concordance analysis results between CTA and F1LCDx tests

Table S1. Demographics and clinical characteristics in the F1CDx-evaluable and -unevaluable populations