Academic Promotion in Different Career Paths
description
Transcript of Academic Promotion in Different Career Paths
Academic Promotion in Different Career Paths
David J. Bjorkman, MD, MSPHFlorida Atlantic University
Objectives
• Recognize academic phenotypes• Understand the requirements of the
appropriate academic track for each phenotype
• Know the institutional/leadership expectations for promotion
• Appreciate he role of mentorship and teamwork in academic success
Principles
• Identify your phenotype -You are NOT a “Triple Threat”
• Know the rules• Mentoring• Focus• Hard work• Feedback
What is Your Phenotype?
• Basic research at bench with cell or animal models
• Basic research using human subjects• Applied research using human subjects
(translational research)
What is Your Phenotype?
• Clinical efficacy in humans• Clinical effectiveness in populations• Population/health system/care delivery• Education
What is Your Focus?
• Effects of ischemia on hepatic mitochondria• Gene identification in types of IBD• Targeted chemotherapy for HCC
What is Your Focus?
• Drug efficacy in IBD• Drug efficacy and cost in clinical practice for
IBD• Team-based care to reduce admissions for IBD• Innovative curricula for teaching endoscopy
Know the Rules: Tenure Track• Requires extensive research
productivity• Independent competitive funding• Publication in high impact journals• Time clock until you are “up or out”
Know the Rules: Clinical Track
• Usually assumes at least 50% effort is clinical/educational
• Scholarly activity expected (publications)• Funding expectations more flexible– Co-PI, co-investigator– Type of grants
Know the Rules: Research Track
• Usually working on somebody else’s grant• Collaborative grant a publication productivity• No teaching expectations
Know the Rules: Lecturer/Educator• Work expectations focus on education• Clinical work may be expected• Scholarly activity in education expected for promotion
– Books/papers– National presentations on educational topics– Innovative curricula adopted by other institutions
• National/international reputation in education• Example criteria in: Simpson D. Advancing educators
and education by defining the components and evidence associated with educational scholarship. Med Educ. 2007;41:1002-9.
Match Your Phenotype and Track
• Basic investigator: Tenure or Research Track• Translational investigator: Clinician scholar (if
available)• Clinician investigator: Clinical Track• Clinician educator: Clinical or Lecturer Track• Educator/administrator: Lecturer track
Deciding on a Career Track: Tenure
• Burning interest in basic mechanisms of health and disease
• Basic research training and prior productivity (prior Ph.D. or M.D./Ph.D.?)
• Success of mentor/lab leader• Any time as a post-doc• Time to “up or out” 7 years• Average age for 1st NIH R01 grant is 42
Deciding on a Career Track: Clinical
• What does tenure mean?• Short term contracts or “at will” employment• No time clock for “up or out” • Potential salary incentives• Scholarly/research program is critical• Can combine research and education with
clinical activity
Deciding on a Career Track: Education/Lecturer
• Focus on educational innovation• Measure education outcomes• Scholarly activity required for promotion• Often combined with administrative position – Office of Medical Education– Fellowship/Residency director– Student affairs
Common Requirements for Success
• Clear understanding of expectations from Division Chief and Department Chair
• Hard work• Enthusiasm for what you do• Focus• Active mentoring• Ongoing scholarly activity• Respond to feedback
Perfect Mentor
• A person whose career you model• Scholarship• Clinical activity• Similar focus (scientific and clinical)• Internal and external champion/defender• A person with whom you can vent/celebrate
Tenure Track Success
• Do not assume independence prematurely• Work closely with mentor to identify your
niche• Try again after unsuccessful grant• Do not be distracted by other activities– Clinical– Administrative
• “Tic Toc”
Clinical Track Success
• Work closely with mentor• Combine your clinical and scholarly foci– Clinical expertise in IBD– Clinical research in IBD
• Look for collaborative opportunities – Local PI for multicenter studies– Co-investigator on translational studies
• Remember you are part of a team
Educational/Lecturer Track Success• Must be actively involved in curriculum– Design– Evaluation– Redesign
• Always working with a team of educators• Learn the education lexicon (? Additional
training)• Present and publish your work
Simpson D. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ. 2007;41:1002-9.
FOCUS!
Focus• What you want to be your focus?• Is that what your division chief wants?• Is that what your department chair wants?• Support from your mentor is crucial• Learn to say “no” politely • Work hard
Feedback• Regular feedback is critical• At least an annual meeting with division chief• 3rd year tenure review helpful• Ongoing 360 degree feedback more effective
Questions?
Keys for Academic Success
• Know your phenotype• Make sure you are in the appropriate faculty
track• Understand the expectations• Have an engaged mentor• Focus• Get feedback• Work hard