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
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.
Career Advancement Should be a joint responsibility shared by the individual faculty and the institution.
Common Misconception “If I work hard and do well, I will move up the academic ladder accordingly…”
Career Advancement Reality… You must play a major role in your promotion and early planning is essential.
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?
Develop specific goals • Intrinsic motivation • External factors Location Salary Family considerations Expectations of the AHC
Develop Specialized Skills • Seek faculty development APGO AAMC ELAM SGIM Berlex Foundation
Develop specific goals and specialized skills • Committee work should be in a related area • Become active in a national professional organization
What are the expectations of your Division Director? Of your Chairman?Do you meet with them at least annually?
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.
How do your goals and skills contribute to the mission of your academic health center?
Mission of Academic Health Centers • Teaching - Scholar • Research - Scientist • Patient Care - Healer • Administrative Duties - Manager
Conflicting Perspectives • Increasing dependence on clinical revenue • Accountability versus autonomy
How much do you know about 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”?
What academic pathways are available at your institution?Which one are you on?Do you have a Clinician-Educator track?
Strategies for Successful Advancement • Know institution’s P&T guidelines: Award cycle Criteria for award of promotion Criteria for award of tenure Required CV format Teaching Portfolio
Tenure • 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
Promotion and Tenure at UAB 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
Scholarly Educational Activities • Curriculum Development • Educational Research • Faculty Development • Teaching Scholars • Teaching Awards
Document Teaching Contributions • Quantity as unduplicated hours: • Didactics, curriculum development • Clinical: rounds, conferences, OR • Advisor and mentor • Quality: • Availability • Clinical skill • Effectiveness (evaluations & awards)
“Academic Progress” is ultimately measured by areas deemed important by your institution.
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
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
The mentoring relationship 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.
Functions of a Mentor • Teaching • Professional and personal guidance • Sponsorship • Role-modeling • Socialization into the profession
Faculty Development Resources • 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