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Year-End Assessment

Year-End Assessment. Steve Shoptaw, Ph.D. Thomas Newton, M.D. Richard De La Garza Ph.D. December 16, 2004. Overview. Review of progress in the course Review of progress toward your career goals Academic careers Clinical careers Blended careers Setting up the next quarter for success.

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Year-End Assessment

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  1. Year-End Assessment Steve Shoptaw, Ph.D. Thomas Newton, M.D. Richard De La Garza Ph.D. December 16, 2004

  2. Overview • Review of progress in the course • Review of progress toward your career goals • Academic careers • Clinical careers • Blended careers • Setting up the next quarter for success

  3. Reflection • Tremendous gratitude toward all who contributed in such major ways toward a successful course • End of the year assessment provides time to reflect on progress toward meeting personal and professional goals

  4. PERSONAL Place: Where do you want to be? Persons: Who do you want to spend your day with? Lifestyle: What amount of bling bling is enough? PROFESSIONAL What career do you want? How much energy do you want to earmark for your career? SWOT: Strengths, Weaknesses, Opportunities, Threats analysis Personal and Professional Goals

  5. Career Destinations Have Short Names • Can you name what it is that you do/want to do? • Can you identify the steps necessary to get to your career destination? • Can you plot the way to get to your career destination and the points that let you know you’re on the right direction?

  6. One Destination: Many Paths • Average lifespan in U.S. is 78 years • Productive career life is 30 years • Greatest influence and productivity in professional careers start about 10 years after career entry

  7. Three Carts to Productivity Beginning Potential, possible, high-risk/high-payoff, getting words on paper, variable, many things fail Middle Money is attached, work is progressing, tasks being accomplished Late/Completing Last 15% takes 80% effort, polish, finish

  8. Your Reality You

  9. Your Friends’ Reality

  10. Academic Career • Funding levels at NIH are at historical highs • Doubling of NIH spending between 1998 and 2004 ($12 billion to $25 billion) • NIH 2003 extramural funding at $21.8 billion, 46% directed to investigator initiated research • Centers and Contracts account for about 30% of the research budget

  11. Top Ten Medical Schools by NIH-Research Support, 2003 • Johns Hopkins • Washington University • Pennsylvania • UCSF • Duke • University of Washington • UCLA • Yale • Pittsburgh • Baylor

  12. First time investigators account for 6% of all NIH awards

  13. Prerequisites (in descending order) • Publications • Data-based papers • Reviews • Clinical reports/letters • Experience in conducting research/getting funded • Project work • Pilot funding/small pots • Positioning • Topic is NOT important • Be part of an interdisciplinary team

  14. Example of Three Carts Beginning Ideas for papers pitched to group Starting research/getting funded Talks Middle Publication drafts Regular research project Developing expertise Late/Completing Submissions of papers Findings published, preparation for larger grant Responsibility in clinics

  15. CLINICAL When you are writing papers, writing grants, conducting research, giving talks, you are not getting paid for seeing patients ACADEMIC When you are seeing patients, your Ph.D. peers are writing grants, conducting research, giving talks Blended Careers TOPPER: Technology in both fields increases very fast; must devote sometime for each field in staying on top.

  16. Cost/Benefits • Each decision has costs – • Deciding to grant-write vs taking a pass on grant-writing • Deciding to write a paper vs taking a pass on writing a paper • Deciding to take on a research project vs letting a peer take on the research project • Deciding to take on more patients vs referring the patients to your peers • Break free of “either-or” thinking. • Options are usually open for secondary roles that build confidence and CVs (writing a section of a grant, writing a section of a paper, taking responsibility for research project)

  17. Conclusions • This is a good time to reconsider and re-direct your career development activities • Research availabilities (P50/MDS project activities) • Grant-writing options (Newton/Shoptaw/DeLaGarza) • Manuscript options – See the lists • Success breeds success • From our perspectives, this seminar has been outstanding • Especially grateful for the work put into the talks • Have a great break, refocus, replenish, and we’ll see you again next year!

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