Faculty Development: The Basics and Individual Academic Plan

1. Faculty Development: The Basics and Individual Academic Plan Fernando S. Mendoza, M.D., M.P.H. Professor and Chief, Division of General Pediatrics Lucile Salter Packard Children’s Hospital Associate Dean of Minority Advising and Programs Stanford University, School of Medicine

2. Rules of the Academic Game Rules established by type of faculty position • “Tenured” • Usually 50% or more research time • May be obtained in Clinician-Educator track in some institutions with non- modified title • Assessment of publications, grants, and national and international recognition • Clinical Scholar/Investigator • Usually 50% or less research time • Assessment of clinical excellence, clinical research, teaching, administration, leadership position, and national recognition • Clinician Educator/Clinical Modifier (prefix vs. suffix) • Teaching and clinical care • Portfolio of teaching evaluation, awards, leadership positions, service to school and department • Scholarship

3. Examples of Titles • Professor, Associate Professor (non-modified) • Suffix: Associate Professor of Clinical Pediatrics (modified title), Professor of Clinical Pediatrics • Prefix: Clinical Associate Professor of Pediatrics, Clinical Professor of Pediatrics

4. How to find out about the rules • Defining the rules: • Listed in faculty handbook • Review with division chief, chairman, & promotion committee chair • Definition of “academic achievement” • Publications: articles, journal, chapters, reviews, reports… • Authorship: first vs last. • Grants and funding • Teaching, administration, and citizenship • External evaluation and recognition

5. Faculty Pipeline

6. ABCs of Faculty Development • Awareness, Belief, Confidence • Awareness : Identify your career goals: matched your goals to faculty type • Commitment to clinical care, education and research • What makes you happy? • What kind of life style do you want? • What type of security in your career do you want to have?

7. Teaching • Clinical excellence in your field of expertise • Excellence in Teaching • Faculty development in teaching skills • Assessment by portfolio, awards, • Establish leadership in teaching; residency director, curriculum director, course director • Become part of the educational network in your field • Hot topic: cultural competency (fundable)

8. Research • Finding your research niche and asking the right question. • Research mentor should guide you. • One of the most important decisions you will make in your academic career. • The right niche matches your research skills, interests, and resources with a research area that is likely to be productive. • Is there a research network in this area?

9. The Mentor • Belief :The ideal mentor is a teacher, guide, research resource, and social supporter. • Ideally, the mentor would be your divisional chief. • The real world • You have to make the mentorship relationship(s) work. • Multiple mentors is the norm • Research mentor may be different from an academic mentor • Junior mentor are good social mentors and networkers

10. Essential Research Skills • Confidencein your scholarship skills • Repetition is the key • Statistics • Understanding of statistics is essential to set up a scientific study. • Must have skill in using a statistical software package • A Masters in Public Health or equivalent may be useful • Study design • Best to answer your question • Power calculations for sample size • Measurement in your field • Analytic plan is established with a research mentor-

11. Scientific Writing • A productive academic faculty produces 2 to 3 articles or chapters per year. • Scientific writing is a skill that needs to be learned; essential for publications and grant writing. • You are known through your writing, so your academic career is your writing. • Repetition forges the good writer

12. Publications • Priority in publications; first author, last author, and in between (co-author) • Number of publications are important; therefore, all of above count • Publication grading: peer-reviewed, journal type, cross-discipline, reviews, chapters, books, electronic journals • Educational and media publications • Publications at time of promotion need to tell a story of scholarship- Repetition in a field identifies you as a leader in that field, as a scholar.

13. Grant Writing • Take grant writing workshop • Start as co-PI with senior PI • Target small grants to get pilot data and publications • Work with mentor to decide where best to put your time: NIH (K awards), private foundations, pharmaceuticals, state or other than NIH federal grants • companies, or internal funding sources. • One grant is like writing two or three papers • Work with your school to get information on funding for your area of research. (look for minority focused or minority faculty grants) • Rejection is not failure: Repetition can lead to success

14. Time management • Working hard and not smart is bad • Time may not be under your control, therefore, mentor, chief, or chair is key to give you the time for success (best time to negotiate is at before accepting a position) • Without 30% or more time difficult to have an academic career. (Salary buyouts are great!) • Time management will make you make tough choices • Time for family and self should always be part of the schedule

15. 10. Do not check e-mail every 10 minutes 9. Automate repetitive tasks 8. Limit times to communicate with patients 7. No national meetings unless you are presenting and published last year’s abstract 6. When you fall behind work backwards 5. Titrate Effort to importance, not time available, break large tasks into small chunks 4. Allow yourself to procrastinate productively 3. Schedule first important things that lack “official” deadlines. “Sharpen the Saw” 2. Be balance, create mandatory fund and personal time 1. Treat depression and dysthymia aggressively Time Management Top 10 List(David Newman-Toker, J. of Invest Med. May 2004)

16. Networking and Leadership • Internal leadership • Leadership comes with responsibility, therefore, balance is essential: bottom line, will this help my promotion? • External leadership is positive for you, your department and school. • Open the door through academic presentations, senior faculty, mentors, organizations (HSHPS) • External leadership give external networking and recognition for promotion

17. Administration • Any administrative duty as an assistant professor should be enhancing rather that detracting from your promotion. • Nice people often finish last • If you are going to do administration, make them pay a price: money, research support, or extended appointment period. • You have to learn to say no to your chief, chair, and students.

18. Individual Academic Plan • Putting it all together means putting yourself on the line to meet a time table. • The more realistic the more valuable • Seek support from chief and chair with the help of your mentor(s) • Frequent reviews of your IAP by you and outside reviewer (senior faculty, chief, chair) will be most valuable.

19. Negotiation Skills • Four Stages of Negotiations (AAMC 2005) • Preparation makes for better negotiations • Research standards and identify what is important to you and the other party • Exchanging information • Most important part of negotiating; ask questions, active listening, active summarizing; understand the other party • Bargaining should come after as much common ground can be found • Closing and Commitment- good contracts make good partners

20. Promotion Package • CV- number of publications, grants, awards, leadership positions • Teaching and clinical assessments • Scholarship- telling a story of your scholarship with 3 to 5 papers from your CV • External Referees (5-15) asked to assess your academics against others in the field • Special Accomplishments

21. Academic Success • Peer-reviewed journals • Grants (research, education, service) • Membership in national academic societies • Teaching • Visiting Professorships • Clinical Excellence and Service • Tenure • Mentorship • Personal Satisfaction *Haggerty RJ, Sutherland SA. The academic general pediatrician: Is the species Still endangered? Pediatrics 1999 Jul;104(1 Pt 2):137-142.

22. NIH Grant review process NIH Center for Scientific Review Referral Officers funding Integrated Review group SRA Advisory Council Study section Study section member Program Officer Institute Lower half Upper half Study section SRA Streamlined Percentile Priority score

23. Mike Leavitt, Secretary, 2005