Promotion & Tenure Workshop: Clinical Scholar Track ... ·...
Transcript of Promotion & Tenure Workshop: Clinical Scholar Track ... ·...
Office of Faculty Diversity & Development Office of Women’s Careers
Promo;on & Tenure Workshop Clinical Scholar Track
October 22, 2015
Presenters Byron Cryer, MD, and Jeanne Sheffield, MD
Moderator Michel Baum, MD
Office of Faculty Diversity & Development Office of Women’s Careers
Promo;on & Tenure Workshop Clinical Scholar Track
October 22, 2015
Presenter Jeanne Sheffield, MD
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Implica;ons of Faculty Rank Structure
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Academic Tracks
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Academic Tracks
¡ Academic track is a broad job descrip;on: ¡ How is your ;me distributed between teaching, research, educa;on and clinical prac;ce?
¡ Faculty member and Chair should agree on the track ¡ Track carries implica;ons about compensa;on, distribu;on of ;me and sources of funds
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7% (n = 127)
10% (n = 169)
16% (n = 284)
67% (n = 1182)
Clinician Educator
Research
Tenure-‐Accruing/ Tenured
Clinical Scholar
Academic Track Composi;on 2014-‐2015 UT Southwestern
Clinical Faculty (n = 1762)
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Division of Time by Faculty Tracks Precise effort distribuFon for any individual faculty may vary from year-‐to-‐year, between departments, and between individuals based on various consideraFons, largely the faculty members’ funding and clinical effort
The Clinical Scholar Track has the greatest variability in distribution of effort
0%
20%
40%
60%
80%
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Research Tenure-‐Accruing
ClinicalScholar
Clinician
Teaching
Research
Clinical
M.D. Pathways
Clinician-‐Educator
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Clinical Scholar Track
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Clinical Scholar Track
§ For those interested in § the conduct of original research and other scholarly acFvity
§ as well as clinical pracFce
§ PromoFon requires § a na;onal reputa;on for research
§ excellent local/regional reputaFon in both clinical care and teaching
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The PromoFon Process -‐-‐-‐-‐-‐-‐ for all tracks
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§ Spend some Fme making sure that CV reflects the criteria standards which commiVee will be evaluaFng
§ CV template is available at W:\PUB\SMSDEAN\PromoFon & Tenure
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Promo;on Timeline Sept Division chief submits c.v. and
cover leVer to Chair’s office
Oct 1 and Nov 15 Packets submiVed to Chair’s office
Oct 15 and Dec 1 Packets submiVed to Dean’s office P&T CommiVee members review packets and interview references by phone
Dec – April P&T CommiVee meets and makes recommendaFon to the Dean
Sept 1 (next academic year) PromoFon effecFve
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Promo;on & Tenure Commi]ee Review Process
§ Each candidate is reviewed independently by two P&T members
§ The 2 reviewers present their findings to the full P&T CommiVee
§ The findings are discussed and P&T members votes by secret ballot electronically (Members from candidate’s department parFcipate in the review but do not vote)
§ A majority of votes indicate a recommendaFon to the Dean for promoFon
§ The Dean makes the final decision
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Evalua;on is via Phone Interviews of External
and Internal Experts
The P&T member asks these quesFons and more:
§ Do you know the candidate? § Impact on the field? § Comparison with others in the same field? § Would the candidate be promoted at the reviewer’s insFtuFon?
For local references:
§ Teaching abiliFes? § Clinical experFse? § Would they refer a family member?
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Promo;on Criteria For Clinical Scholars
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Must Lead Scholarly Projects
Candidates are expected to be the driving force in some area of their scholarly acFviFes, which may consist of: § being the principal invesFgator or site principal invesFgator on research grants § being the corresponding or senior author on publicaFons of original research
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Evalua;on of Scholarly Ac;vi;es Assistant to Associate Professor
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Evalua;on of Scholarly Ac;vi;es Assistant to Associate Professor
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Evalua;on of Clinical / Pa;ent Care
Ac;vi;es & Teaching Assistant to Associate Professor
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Associate Professor to Professor for Clinical Scholars
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Unwri]en Criteria
§ Be aware of the unwri]en criteria:
§ Collegiality § Team work § Interpersonal skills
§ Faculty are con;nuously being assessed by: § Colleagues § Laboratory staff § Trainees § PaFents § Nurses & other health professionals
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Summary of Promo;on Criteria for Clinical Scholars
§ PosiFon requires clinical acFvity, scholarly acFvity and teaching
§ Most varied job descripFon
§ Most difficult track to evaluate
§ No up-‐and-‐out (tenure) clock
§ Tenure may be granted at the full Professor level
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Promo;on & Tenure Workshop Clinical Scholar Track
October 22, 2015
Presenter Byron Cryer, MD
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Clinical Scholar Track Mul;ple Challenges from Mul;ple Perspec;ves
Clinical Scholar Execu;on Challenge
Must be excellent as part-‐Fme clinician in rapidly evolving fields. Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators. Time commitments required for professional objecFves limit personal Fme.
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Clinical Scholar Track Mul;ple Challenges from Mul;ple Perspec;ves
Clinical Scholar Execu;on Challenge
Chief or Chair Resourcing Challenge
Must be excellent as part-‐Fme clinician in rapidly evolving fields.
Responsible for matching funding sources to faculty effort.
Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators.
Tracking variable efforts of clinical scholar & matching effort to resources can be a challenge.
Time commitments required for professional objecFves limit personal Fme.
DiscreFonary funds and margins for faculty support have declined.
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Clinical Scholar Track Mul;ple Challenges from Mul;ple Perspec;ves
Clinical Scholar Execu;on Challenge
Chief or Chair Resourcing Challenge
P & T Commi]ee Evalua;on Challenge
Must be excellent as part-‐Fme clinician in rapidly evolving fields.
Responsible for matching funding sources to faculty effort.
Expects excellent to outstanding clinical performance.
Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators.
Tracking variable efforts of clinical scholar & matching effort to resources can be a challenge.
Expects excellent to outstanding producFvity in invesFgaFon.
Time commitments required for professional objecFves limit personal Fme.
DiscreFonary funds and margins for faculty support have declined.
Difficult to evaluate whether clinical and research producFvity are matched to distribuFon of effort.
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How Do I Develop Myself to Meet the Various
Criteria? Examples and Ques.ons
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How Do I Develop Independence & Have Impact?
§ Scholarship -‐-‐ Is the candidate among the best in a broadly defined field?
§ Team Science -‐-‐ If candidate’s scholarly work is collaboraFve, what was the importance of the candidate’s role in the team?
§ Promise -‐-‐ Is the candidate capable of sustaining a first-‐rate clinical research program during his or her career?
ConsideraFons by the P& T CommiVee when evaluaFng the Clinical Scholar’s independence and impact of work:
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Development of Independence & Impact
§ EvaluaFng Impact The commiVee will ask….has the Associate Professor done the following?
§ InnovaFve, cukng-‐edge research on important quesFons in the field
§ Changed the way the field is viewed
§ Broadened the understanding of their field § Opened up new methods or new areas of invesFgaFon
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How Can I Be A Scholar While An Excellent Clinician?
§ ScienFfic research is broadly defined as generaFon of new knowledge
§ The clinical scholar typically conducts scholarly work in the course of her/his clinical work
§ Examples of opportuniFes for scholarly work during conduct of clinical pracFce:
§ descripFon of new techniques § evaluaFon of new or exisFng treatments
§ descripFon of natural history of disease
§ case reports § publicaFon of reviews or textbooks
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How Do I Build a Na;onal Reputa;on?
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Fleming et al..JAMA Sept 7, 2005; Vol 294, No 9; 1101-‐1104
Examples of Scholarly Achievement in Teaching Teaching
§ Volume § Awards § InnovaFon § ConFnuing educaFon § Quality
Mentoring and Supervision § Student Advising § Research
• Supervision • Mentoring • Thesis/dissertaFon commiVees
Educa;onal Administra;on/ Service § EducaFon commiVees § AccreditaFon commiVees § Leadership posiFons § Curriculum development
Scholarship of Teaching
§ Peer-‐reviewed publicaFons § Books/chapters § Editorial services § RecogniFon by peers § Invited/keynote presentaFon § Grants and contracts
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What can the Clinical Scholar do to achieve excellence in teaching?
Factors considered in assessing teaching performance may include (but are not limited to) the following:
§ Knowledge of the material § Clarity of exposiFon § PosiFve style of interacFon with students § Availability § Professionalism § InsFtuFonal compliance and ethics § EffecFve communicaFon skills § Helpfulness in learning § Ability to sFmulate further educaFon § Ability to work effecFvely as part of the teaching team
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Managing Your Time as a Clinical Scholar
§ Balancing acFviFes is a challenge § Another method to evaluate distribuFon of effort (i.e., manage Fme) for Clinical Scholars is to evaluate efforts spent on goals related to:
Internal RecogniFon External RecogniFon
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Time Management for the Clinical Scholar-‐ A Balancing Act-‐-‐ Internal Recogni;on
• Other insFtuFonal commitments can have indirect and direct benefit
• PrioriFze these commitments – do not become overextended; get guidance from your Chief or Chair • ObligaFons will increase with Fme – don’t rush them • Your career progress is your responsibility
Ask yourself: how are you spending your Fme?
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Ask yourself: how are you spending your Fme?
• PublicaFons -‐-‐ your major outside face
• MeeFngs/conferences
• Professional OrganizaFons
Time Management for the Clinical Scholar -‐ A Balancing Act-‐-‐ External Recogni;on
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Track Switching
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Important Things to Remember
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Final Words of Advice
§ Know which track you are in, the expectaFons, and the criteria for promoFon
§ Keep records of your acFviFes
§ Get a mentor or mentors
§ Remember that everyone with whom you interact is a person who will potenFally comment on your promoFon
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Promo;on & Tenure Workshop Clinical Scholar Track
October 22, 2015
Moderator Michel Baum, MD
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Ques;ons?