Career advancement as a clinician educator in obstetrics and gynecology
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Career Advancement as a Clinician-Educator in Obstetrics and Gynecology 2005 APGO Faculty Development Seminar Alice R. Goepfert, MD Seine Chiang, MD University of Alabama at Birmingham Jessica Bienstock, MD, MPH Johns Hopkins University William N.P. Herbert, MD University of Virginia

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Career advancement as a clinician educator in obstetrics and gynecology l.jpg

Career Advancement as a Clinician-Educator in Obstetrics and Gynecology

2005 APGO Faculty Development Seminar


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Alice R. Goepfert, MD

Seine Chiang, MD

University of Alabama at Birmingham

Jessica Bienstock, MD, MPH

Johns Hopkins University

William N.P. Herbert, MD

University of Virginia


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Objectives

  • Explore faculty’s knowledge of the P&T process.

  • Provide tools to organize a plan for promotion and tenure.

  • Discuss faculty development resources and opportunities.


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Career Advancement

Should be a joint responsibility shared by the individual faculty and the institution.


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Common Misconception

“If I work hard and do well, I will move up the academic ladder accordingly…”


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Career Advancement

Reality…

You must play a major role in your promotion and early planning is essential.


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How much have you thought about your academic career?

  • What are your professional goals and objectives?

  • What specialized skills have you developed?

  • What are the expectations of your Division Director? your Chairman?

  • Do you meet at least annually with your Division Director? your Chairman?

  • How do you contribute to the mission of your academic health center?



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Develop specific goals

  • Intrinsic motivation

  • External factors

    Location

    Salary

    Family considerations

    Expectations of the AHC



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Develop Specialized Skills

  • Seek faculty development

    APGO

    AAMC

    ELAM

    SGIM

    Berlex Foundation


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Develop specific goals and specialized skills

  • Committee work should be in a related area

  • Become active in a national professional organization


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What are the expectations of your Division Director? Of your Chairman?Do you meet with them at least annually?


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Negotiating

  • Formally communicate your interests to your Division Director and Chairman

  • Ask for timely written feedback – annually or semi-annually

  • Serve your institution in areas that benefit you.



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Mission of Academic your academic health center?Health Centers

  • Teaching - Scholar

  • Research - Scientist

  • Patient Care - Healer

  • Administrative Duties - Manager


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Conflicting Perspectives your academic health center?

  • Increasing dependence on clinical revenue

  • Accountability versus autonomy


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How much do you know about your academic health center?your institution’s P&T guidelines?

  • What academic pathway are you on?

  • Do you have a clinician-educator track?

  • How long is your institution’s tenure clock? When does it advance?

  • What are the criteria for awarding promotion and tenure?

  • Is there a required CV format? Teaching Portfolio?

  • What activities are considered “scholarly”?


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What academic pathways are available at your institution? your academic health center?Which one are you on?Do you have a Clinician-Educator track?


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Strategies for Successful Advancement your academic health center?

  • Know institution’s P&T guidelines:

    Award cycle

    Criteria for award of promotion

    Criteria for award of tenure

    Required CV format

    Teaching Portfolio


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Tenure your academic health center?

  • Protects title but not salary or job

  • How long is your tenure clock?

  • When does it start?

  • When does it advance?

  • Know your institution’s criteria for earning tenure


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Promotion and Tenure at UAB your academic health center?

Faculty must demonstrate excellence and potential for continued growth in at least two of three areas:

  • Teaching

  • Scholarly activities including research

  • Service and other creative activities

    Clinical Care

    Administrative Duties

    National Organizations



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Scholarly Educational Activities your academic health center?

  • Curriculum Development

  • Educational Research

  • Faculty Development

  • Teaching Scholars

  • Teaching Awards


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Document Teaching Contributions your academic health center?

  • Quantity as unduplicated hours:

    • Didactics, curriculum development

    • Clinical: rounds, conferences, OR

    • Advisor and mentor

  • Quality:

    • Availability

    • Clinical skill

    • Effectiveness (evaluations & awards)


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“Academic Progress” your academic health center?is ultimately measured by areas deemed important by your institution.


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Common mistakes of junior faculty during academic career development

  • Failure to define career goals

  • Failure to select an appropriate mentor

  • Poor selection of faculty position

  • Poor negotiation of support

Applegate & Williams, Am J Med, 1990


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Common mistakes of junior faculty during academic career development

  • Poor time management

  • Inadequate understanding of requirements for promotion and tenure

  • Lack of research focus or scholarly productivity

Applegate & Williams, Am J Med, 1990



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The mentoring relationship development

A dynamic, reciprocal relationship between an advanced career incumbent (the mentor) and a junior faculty member (protégé) aimed at fostering the development of the junior person/protégé.


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Functions of a Mentor development

  • Teaching

  • Professional and personal guidance

  • Sponsorship

  • Role-modeling

  • Socialization into the profession


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Faculty Development Resources development

  • Association of Professors of Gynecology and Obstetrics at www.APGO.org

  • Society of General Internal Medicine at www.SGIM.org

  • Association of American Medical Colleges at www.AAMC.org

  • Executive Leadership in Academic Medicine (ELAM) Program for Women at www.drexel.edu/elam

  • The Berlex Foundation at www.berlex-foundation.org


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