Faculty Development: Things that really work' Leadership, Systems, Incentives

1
Faculty DevelopmentThings that really work.
Leadership, Systems, Incentives
Richard Wolfe, M.D. Associate Professor, Harvard
Medical School Department of Emergency
Medicine Beth Israel Deaconess Medical Center
2
Components of Faculty Development

• Education
• Research
• Clinical skills
• Administrative
• Interpersonal skills
• Informatics

Hamilton G Am J Emerg Med 1988 6(5) 540
3
Personal Past Experience

• Program Director Denver Health and Hospital
• Creation of residency and program director at
  BWH-MGH
• Chief of Emergency Medicine BIDMC

4
Motivation

Growth
Didactics

Experience
5
Definitions of Faculty Development

• A continuous training process whereby the
  creativity, productivity, and longevity of
  faculty members are improved.
• Society of Teachers of Emergency Medicine 1983
• Departmental systems and programs that enhance
  both the performance of academic responsibilities
  and the development of areas of expertise of
  faculty members

6
Institution BIDMCSuccessful but conservative
environment

• Strong financial support
• Potential partners and mentors in other
  departments for EM faculty
• Delayed acceptance of emergency medicine as a
  specialty
• Initial suspicion of academic role of EM
  specialists
• No prior tradition of EM academics

7
Institution BIDMC Hospital Departmental Status

• Hospital affiliated but not managed by the
  medical school
• Hospital Departmental Status confers full
  operational and financial authority to the chief
• Financial independence from the hospital, medical
  school, and the other specialists obtained up
  front
• Academic promotions still require the support of
  a another department at the medical school

8
Academic goals for individual faculty

• Develop an academic area of expertise
• Excellence in teaching
• National recognition
• Promotion at the medical school
• Personal career satisfaction

9
1. Motivation
10
LeadershipBasic Principles

• What is at stake?

11
Faculty DevelopmentManagement vs. Leadership

• A manager controls or directs an enterprise
• A leader influences the behavior of colleagues
  toward shared goals in a way that fully respects
  their freedom

12
Leadership is getting someone to do what they
don't want to do, to achieve what they want to
achieve. (Tom Landry)
13
Leadership and Organizational StructureAcademic
Vision

• Define, write down, and have everyone vote on the
  academic mission for the department
• Build the road map with your group
• Set the expectations in terms of individual
  academic hours/week, and minimum productivity

14
Principles of LeadershipEarning Loyalty and Trust

• Always give your people the credit that is
  rightfully theirs.
• Be courteous. Have genuine consideration for
  other people's feelings.
• Never tamper with the truth.
• Be generous. Remember that it is the productivity
  of others that makes possible your executive
  position.

15
Trust

• Ensure that the rules are clear.
• Ensure that everyone is accountable to objective
  performance markers
• Have faculty set their own achievable goals
• Set frequent performance markers to ensure a
  project is on track
• Intervene only when requested or when the goals
  are not achieved
• Keep a paper trail on everything

16

• The best executive is the one who has sense
  enough to pick good men to do what he wants done
  and self-restraint enough to keep from meddling
  with them while they do it.

--Theodore Roosevelt
17
Principles of Leadership

• Your example sets the tone
• Work ethic
• Follow through
• Importance of family and other life experiences

18
Faculty can be trusted to set expectations

• Work week Clinical Academic
• Define minimum annual academic productivity
• Academic tax

19
Faculty DevelopmentArea of Expertise

• Mentorship of new junior faculty
• Individual roadmap
• Research
• Education
• Financial
• Setting milestones

20
Department of Emergency Medicine Faculty
Development Plan

• Resident and medical student evaluations
• Educational Productivity
• Regional, national, and international lectures
• Activities at the medical school
• Activities within the residency program
• Activities within the hospital
• Publications
• Grants
• Abstracts
• Publications
• Original articles
• Reviews (peer review)
• Reviews (non-peer review)
• Chapter
• Textbooks
• On-line and other non-print publications
• Administrative Achievements
• Administrative role in the department
• Administrative role in the hospital

21
RecruitmentSetting expectations from the start

• Expectations
• Contribute to the academic mission
• develop an area of expertise
• Provide the department with the needed
  accomplishments to ensure promotion
• Expectations placed in writing in initial
  letter/contract

22
Incentives

• Negatives
• Clinical schedule
• Titles and administrative roles
• Peer pressure
• Loss of academic subsidy
• Dismissal/resignation
• Positives
• Peer recognition
• Report cards
• Time/Money
• Titles and administrative roles

23
Financial Transparency

• Academic Tax voted on by faculty at the annual
  retreat
• Financial support from academic account to
  support needed non funded activities
• Salaries and bonuses determined directly by
  personal income
• Clinical Grants Academic stipend
• Salary Benefits Bonus Academic Tax

24
2. Didactics
25
Training Processes

• Funded by the academic tax
• Examples of shared educational programs
• Team training
• Educational faculty retreats
• CME courses
• Individualized education
• Post graduate education
• Masters in public health, education, business
• Statistics
• Sabbaticals
• Focused clinical education
• Ultrasound, airway management
• International systems

26
Shared Resources

• Statistical support
• Research assistants and data collection
• Grant writing
• IRB submission

27
Use of community sites

• Expansion of the number of academic faculty
• Academic vs. clinical track
• Temporary relief from academic responsibilities

28
Essential Ingredients for Faculty Development

• Leadership-? Motivation
• Incentives? Motivation
• Structure?Time, motivation, and didactics

29
Faculty Development Things that really work
Conclusions

• Setting expectations up front in writing
• Annual operational retreat to ensure transparence
  and faculty involvement in the system organizing
  development
• Annual evaluation meetings to review performance
  and adjust personal road map
• Dissemination of individual faculty achievement
  (report card, staff meeting, news letter, social
  events)
• Financial plan to support didactics and
  facilitate academic productivity