Mentoring Task Force 30 August 2010

1. Mentoring Task Force30 August 2010 • Updates from the working groups • Recruitment and promotion • Curriculum development • Research and evaluation • Refining the application process • Application format • Information sessions • Application deadline • Next meeting: Monday, September 13, 3:00 p.m. Evans 118

4. Stephen Christiansen James Becker (Surgery) Benedict Daly (Cardio-Thoracic) Thomas Einhorn (Orthopedic) Kenneth Grundfast (Otolaryngology) Keith Lewis (Anesthesiology) Jonathon Olshaker (Emergency) Barry Zuckerman (Pediatrics) Ariel Hirsch Richard Babayan (Urology) Lawrence Chin (Neurosurgery) Alexander Norbash (Radiology) Stephanie Oberhaus Rhoda Alani (Dermatology) David Atkinson (Physiology) Ron Corley (Microbio) David Harris (Biochem) Linda Heffner (OB/Gyn) Mark Moss (Anatomy) Emelia Benjamin Domenic Ciraulo (Psychiatry) Larry Culpepper (Family Medicine) David Farb (Pharmacology) Carlos Kase (Neurology) Bob Meenan (Public Health) Daniel Remick (Pathology) Lisa Sullivan (Public Health) Steve Williams (Rehab) Meetings with chairs

5. Applying for a grant?Developing a curriculum?Writing an article?Starting a clinic?Preparing a quality initiative? Assistant Professors in the Goldman School of Dental Medicine, School of Medicine, and School of Public Health are invited to apply for the Early Career Faculty Development Program This year-long, structured mentoring program will meet throughout the 2011 academic year to provide peer support and one-on-one guidance to meet your professional goals. Information sessions: Thursday, September 23 Wednesday, September 29 12:00 to 12:30 p.m. 5:00 to 5:30 p.m. Evans 118 Evans 118 For more information and to submit an application: http://www.bumc.bu.edu/facdev-medicine/mentoring/

6. The Boston University Medical Campus Mentoring Task Force is looking for volunteers to participate in a one-hour focus group. • In preparation for a yearlong structured mentoring program to begin in January, the Task Force would like to hear from assistant professors in any department: • What do you feel you need to know to succeed in this academic setting? • What are the things that concern you about your professional development? • Available times: • Tuesday, August 31 from 8:00 to 9:00 a.m. • Wednesday, September 1 from 12:00 to 1:00 p.m. • From mid-career and senior faculty, the Task Force is interested to learn: • What do you wish you had known when you began at BU? • How did you overcome the obstacles to professional advancement? • Available time: • Thursday, September 2 from 5:00 to 6:00 p.m.

7. Focus group questions Getting oriented • What have been your impressions about working at BUMC? • How easy has it been to access information about applying for funding? The promotions process? • How have you changed professionally since arriving at BUMC? Career planning • What are three concrete professional goals you are working toward? • How equipped do you feel to carry out your professional responsibilities? • What has been the most significant obstacle to your professional success? • What professional skills would you like to acquire or improve? • What questions do you have about career development? Mentoring experience • Can you tell us about your experiences here with mentoring, either formal or informal? • How helpful do you find the mentoring you received? • Do you mentor anyone? • What are the qualities of an effective mentor? Job satisfaction • Have you ever considered leaving BUMC? • Do you feel valued by your colleagues? • How often did you feel stressed about work? • What would make BUMC a better work environment? • What do you wish you had known when you joined the faculty?

8. Leadership Working with a diverse group of people Managing conflict Tackling difficult conversations Running a meeting Soliciting & providing feedback Exerting Influence Managing change Navigating generational issues Balancing compliance vs. innovation Work-life balance Keeping a healthy lifestyle Enforcing boundaries Practicing time management Maintaining motivation Scholarship Writing papers Writing grants Planning and disseminating curricula Developing presentation skills Disseminating content for clinician educators Career management Understanding guidelines for promotion Building mentoring networks Conducting self-evaluation Acculturating to an academic environment Rank these topics on importance for your professional success:

9. Participants in the Early Career Faculty Development Program will experience: Increased scholarly productivity Faster time to promotion Enhanced teaching effectiveness Compared to assistant professors who do not receive structured mentoring Human resources Research subjects 12 Program participants 12 Rejected applicants 12 Control group Co-Investigators Peter S. Cahn Samuel Frank Michael Ieong Judith Jones BUMC support Institutional Review Board Clinical Research Resources Office Faculty Development and Diversity Website RESOURCES CV Analysis Research subjects submit CVs January 2011, January 2012, and January 2013 Two senior faculty reviews each CV Reviewers evaluate subjective criteria Reviewers record quantitative academic achievements Self-Assessment Survey asks research subjects to rate level of skill or ability Subjects complete a developmental network questionnaire Assessed in January 2011, January 2012, and January 2013 Semi-Structured Interview Conducted January 2011, January 2012, and January 2013 Collect qualitative information about faculty member’s professional development Record, transcribe, and code for thematic content ACTIVITIES Program graduates display: Greater improvement in subjective measures of CV More papers published and grants received More leadership positions within their department and professional organizations Greater likelihood that reviewers rate candidate ready for promotion Program graduates display: Better understanding of the promotion process Higher job satisfaction Greater loyalty to BUMC Increased confidence in overcoming professional obstacles Program graduates display: Greater confidence in professional abilities over time Broader and denser mentoring networks Greater likelihood of mentoring others OUTPUTS

10. OUTCOMES FOR RESEARCHERS OUTCOMES FOR BUMC SOCIETAL IMPACT Publish paper in peer-reviewed journal Decreased faculty attrition Greater understanding of mentoring programs Design statistically significant study Rise in NIH rankings Increased job satisfaction at academic medical centers Identify improvements for mentoring Enhanced resources for mentoring Promote healthier work/life balance program .

12. ApplicationEarly Career Faculty Development Program • Name* • Email* • Phone* • Department* • Section • Academic rank* • Track* • Year joined BU* • Do you consider yourself to be Hispanic/Latino? • Yes • No • In addition, select one or more of the following racial categories to describe yourself: • Gender • Male • Female • Prefer Not to Answer • Anything else about your background that you'd like us to know?

13. Career goals: What are your long-term career goals? How will completion of your proposed project enable you to better achieve them? • Project: Give the overall objective of the project and specific aims • Methods: What methods will you use to complete it? What is your timeline for completion? • Outcomes: What will be the deliverables or outcomes of the completed project • Challenges: What challenges or barriers do you foresee to completing your project? • Benefits: How will the completion of this project benefit your department, BUMC, or the community? • Mentors: Who would be an appropriate mentor for this project? What types of expertise do you seek? • CV* • Letter of support from department or section chair