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Faculty Development: The Basics and Individual Academic Plan

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Title: Faculty Development: The Basics and Individual Academic Plan


1
Faculty Development The Basics and Individual
Academic Plan
  • Fernando S. Mendoza, M.D., M.P.H.
  • Professor and Chief, Division of General
    Pediatrics
  • Lucile Salter Packard Childrens Hospital
  • Associate Dean of Minority Advising and Programs
  • Stanford University, School of Medicine

2
Rules of the Academic Game
  • Rules established by type of faculty position
  • Tenured
  • Usually 50 or more research time
  • May be obtained in Clinician-Educator track in
    some institutions with non- modified title
  • Assessment of publications, grants, and national
    and international recognition
  • Clinical Scholar/Investigator
  • Usually 50 or less research time
  • Assessment of clinical excellence, clinical
    research, teaching, administration, leadership
    position, and national recognition
  • Clinician Educator/Clinical Modifier (prefix vs.
    suffix)
  • Teaching and clinical care
  • Portfolio of teaching evaluation, awards,
    leadership positions, service to school and
    department
  • Scholarship

3
Examples of Titles
  • Professor, Associate Professor (non-modified)
  • Suffix Associate Professor of Clinical
    Pediatrics (modified title), Professor of
    Clinical Pediatrics
  • Prefix Clinical Associate Professor of
    Pediatrics, Clinical Professor of Pediatrics

4
How to find out about the rules
  • Defining the rules
  • Listed in faculty handbook
  • Review with division chief, chairman, promotion
    committee chair
  • Definition of academic achievement
  • Publications articles, journal, chapters,
    reviews, reports
  • Authorship first vs last.
  • Grants and funding
  • Teaching, administration, and citizenship
  • External evaluation and recognition

5
Faculty Pipeline
6
ABCs of Faculty Development
  • Awareness, Belief, Confidence
  • Awareness Identify your career goals matched
    your goals to faculty type
  • Commitment to clinical care, education and
    research
  • What makes you happy?
  • What kind of life style do you want?
  • What type of security in your career do you want
    to have?

7
Teaching
  • Clinical excellence in your field of expertise
  • Excellence in Teaching
  • Faculty development in teaching skills
  • Assessment by portfolio, awards,
  • Establish leadership in teaching residency
    director, curriculum director, course director
  • Become part of the educational network in your
    field
  • Hot topic cultural competency (fundable)

8
Research
  • Finding your research niche and asking the right
    question.
  • Research mentor should guide you.
  • One of the most important decisions you will
    make in your academic career.
  • The right niche matches your research skills,
    interests, and resources with a research area
    that is likely to be productive.
  • Is there a research network in this area?

9
The Mentor
  • Belief The ideal mentor is a teacher, guide,
    research resource, and social supporter.
  • Ideally, the mentor would be your divisional
    chief.
  • The real world
  • You have to make the mentorship relationship(s)
    work.
  • Multiple mentors is the norm
  • Research mentor may be different from an academic
    mentor
  • Junior mentor are good social mentors and
    networkers

10
Essential Research Skills
  • Confidence in your scholarship skills
  • Repetition is the key
  • Statistics
  • Understanding of statistics is essential to set
    up a scientific study.
  • Must have skill in using a statistical software
    package
  • A Masters in Public Health or equivalent may be
    useful
  • Study design
  • Best to answer your question
  • Power calculations for sample size
  • Measurement in your field
  • Analytic plan is established with a research
    mentor-

11
Scientific Writing
  • A productive academic faculty produces 2 to 3
    articles or chapters per year.
  • Scientific writing is a skill that needs to be
    learned essential for publications and grant
    writing.
  • You are known through your writing, so your
    academic career is your writing.
  • Repetition forges the good writer

12
Publications
  • Priority in publications first author, last
    author, and in between (co-author)
  • Number of publications are important therefore,
    all of above count
  • Publication grading peer-reviewed, journal type,
    cross-discipline, reviews, chapters, books,
    electronic journals
  • Educational and media publications
  • Publications at time of promotion need to tell a
    story of scholarship- Repetition in a field
    identifies you as a leader in that field, as a
    scholar.

13
Grant Writing
  • Take grant writing workshop
  • Start as co-PI with senior PI
  • Target small grants to get pilot data and
    publications
  • Work with mentor to decide where best to put your
    time NIH (K awards), private foundations,
    pharmaceuticals, state or other than NIH federal
    grants
  • companies, or internal funding sources.
  • One grant is like writing two or three papers
  • Work with your school to get information on
    funding for your area of research. (look for
    minority focused or minority faculty grants)
  • Rejection is not failure Repetition can lead to
    success

14
Time management
  • Working hard and not smart is bad
  • Time may not be under your control, therefore,
    mentor, chief, or chair is key to give you the
    time for success (best time to negotiate is at
    before accepting a position)
  • Without 30 or more time difficult to have an
    academic career. (Salary buyouts are great!)
  • Time management will make you make tough choices
  • Time for family and self should always be part of
    the schedule

15
Time Management Top 10 List(David Newman-Toker,
J. of Invest Med. May 2004)
  • 10. Do not check e-mail every 10 minutes
  • 9. Automate repetitive tasks
  • 8. Limit times to communicate with patients
  • 7. No national meetings unless you are
    presenting and published last years abstract
  • 6. When you fall behind work backwards
  • 5. Titrate Effort to importance, not time
    available, break large tasks into small chunks
  • 4. Allow yourself to procrastinate
    productively
  • 3. Schedule first important things that lack
    official deadlines. Sharpen the Saw
  • 2. Be balance, create mandatory fund and
    personal time
  • 1. Treat depression and dysthymia aggressively

16
Networking and Leadership
  • Internal leadership
  • Leadership comes with responsibility, therefore,
    balance is essential bottom line, will this
    help my promotion?
  • External leadership is positive for you, your
    department and school.
  • Open the door through academic presentations,
    senior faculty, mentors, organizations (HSHPS)
  • External leadership give external networking and
    recognition for promotion

17
Administration
  • Any administrative duty as an assistant professor
    should be enhancing rather that detracting from
    your promotion.
  • Nice people often finish last
  • If you are going to do administration, make them
    pay a price money, research support, or extended
    appointment period.
  • You have to learn to say no to your chief,
    chair, and students.

18
Individual Academic Plan
  • Putting it all together means putting yourself on
    the line to meet a time table.
  • The more realistic the more valuable
  • Seek support from chief and chair with the help
    of your mentor(s)
  • Frequent reviews of your IAP by you and outside
    reviewer (senior faculty, chief, chair) will be
    most valuable.

19
Negotiation Skills
  • Four Stages of Negotiations (AAMC 2005)
  • Preparation makes for better negotiations
  • Research standards and identify what is important
    to you and the other party
  • Exchanging information
  • Most important part of negotiating ask
    questions, active listening, active summarizing
    understand the other party
  • Bargaining should come after as much common
    ground can be found
  • Closing and Commitment- good contracts make good
    partners

20
Promotion Package
  • CV- number of publications, grants, awards,
    leadership positions
  • Teaching and clinical assessments
  • Scholarship- telling a story of your scholarship
    with 3 to 5 papers from your CV
  • External Referees (5-15) asked to assess your
    academics against others in the field
  • Special Accomplishments

21
Academic Success
  • Peer-reviewed journals
  • Grants (research, education, service)
  • Membership in national academic societies
  • Teaching
  • Visiting Professorships
  • Clinical Excellence and Service
  • Tenure
  • Mentorship
  • Personal Satisfaction

Haggerty RJ, Sutherland SA. The academic general
pediatrician Is the species Still endangered?
Pediatrics 1999 Jul104(1 Pt 2)137-142.
22
NIH Grant review process
NIH Center for Scientific Review
Referral Officers
Integrated Review group
funding
SRA
Study section
Advisory Council
Study section member
Program Officer
Institute
Lower half
Upper half
Study section SRA
Streamlined
Priority score
Percentile
23
Mike Leavitt, Secretary, 2005
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