appointment review workshop · • curriculum vitae • teaching & education report –...

Continuing Faculty Appointment Review Workshop November 10, 2016

WELCOME AND OVERVIEW 2016 Workshop

Gillian Hawker Sir John and Lady Eaton Professor & Chair of Medicine

Life Cycle of a Faculty Member Full-time Clinical Faculty

Appointment

Annual review (hospital or divisional level)

Junior promotion (Lecturer to Assistant Professor)

Continuing faculty appointment review

(3-5 years from initial appointment)


Senior promotion

Continuing Faculty Appointment Review • Formerly 3-Year Review and Junior Review • All new appointments to the Department are probationary for

the first three to five years, with continuation of the appointment beyond this time period being contingent upon the outcome of a formal Continuing Faculty Appointment Review

• Purpose of review: career development

Continuing Faculty Appointment Review • Annual success rates are high (> 90%)

– Recommendations highly variable & intended to HELP you » Clinical activities » Time management » Teaching effectiveness » Scholarly focus

• It is not uncommon to require 5 years from initial appointment to meet the requirements for successful continuing appointment review

Changes to Continuing Faculty Appointment Review Process for 2016

• Time frame for review three to five years • Consistent demonstration of professional behavior as

determined by the codes of conduct that govern us • Closer alignment of expectations with those of promotion • Formal link with junior promotion (those appointed as

Lecturer) • Streamlining of documentation (no more binders!)

Changes to Continuing Faculty Appointment Review (CFAR) Process since 2016

• Letter co-authored by the CFAR committee chairs detailing the outcome of the review will be shared with the candidate, DDD and PIC

• Irrespective of the recommendation, formal review with candidate and plan for next steps required & communicated to Chair

2016-11-16

Academic position descriptions (a.k.a. academic job descriptions)

• Intended to clarify: – Amount of time the individual will devote to each of

scholarship, teaching (formal and informal), clinical activities and administrative service

• Amount of time protected for scholarship – Focus of scholarly work (research – all types - and/or

creative professional activity, CPA)

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http://www.deptmedicine.utoronto.ca/academic-position-descriptions







Academic Position Descriptions

2016-11-16

Protected time for

scholarship

20-30% Scholarly focus

Quality & Innovation

Teaching & Education

31-69% Scholarly focus

Quality & Innovation

Research (all types)

Education Scholarship

70%+ Scholarly focus Research

CQI CT CI CI CE CS

DEMONSTRATION OF SCHOLARSHIP

Teaching & Education Creative Professional Activities Research

Gillian Hawker

Life Cycle of a Faculty Member Full-time Clinical Faculty

Appointment

Annual review (hospital or divisional level)


CFAR (3-5 years from initial appointment)


Senior promotion

Criteria for Senior Promotion SCHOLARSHIP with IMPACT in… Associate Prof = National; Full Prof = International

Research (any type) and/or Creative Professional Activity + Teaching Effectiveness OR SUSTAINED EXCELLENCE IN TEACHING (no expectation of national or international reputation)

For each: Excellent, Competent or Not Applicable - excellent on ≥ 1

Excellent or Competent (must be at least competent)

For each criterion, how do you rank relative to your ‘peers’

Teaching & Education • EVERYONE must have demonstrated teaching effectiveness (i.e. be

at least a competent teacher) – Quantity– hours, levels, formal and informal (table) – Quality – teaching evaluations – Scholarship – e.g., curriculum development – Leadership

• Quantity of teaching as per academic position description – Formal teaching – Informal teaching

Formal Teaching (teaching outside of clinical care)

Clinician-

teacher (CT)

Clinician in Quality &

Innovation (CQI)

Clinician-educator (CE)

Clinician-investigator (CI-R, CI-QI)

Clinician-scientist (CS)

Research Scientist (RS)

40-50 hours per year; multiple

teaching levels; significant

presence in undergraduate (UG) medical

education

15-30 hours per year; multiple

teaching levels, focus on

teaching in QI

15-30 hours per year;

most participate in continuing

education or faculty

development and supervise

trainee projects

15-30 hours per year;

supervision of trainee projects

Research supervision of trainees and

graduate students and course instruction

University UG or graduate

level

Creative Professional Activities (CPA)

• Advancing your profession • Should link to your Teaching, Research, or QI focus

• e.g. innovative methods of teaching & education, curriculum development, leadership in development of professional practice

– e.g., clinical trials provide evidence on which guidelines may be developed; identifying patient knowledge gaps may lead to development of information tools

• IMPORTANCE & IMPACT – Dissemination to other universities, practices

Research (any type) CI, CE and CS position descriptions

• IMPORTANCE & IMPACT • Grant Funding

– Contribution & independence if large team (or working with former supervisor, or industry sponsored etc.) e.g. role in design, conduct, analysis, publication?

• Supervision of trainees – Numbers, levels, their success (senior author publications)

• Dissemination of Findings – Publications (incl. relative importance of journals, h-index/citations, book chapters, invited editorials,

accompanying editorials, presentations of work at major meetings – published abstracts)

– Invited research presentations (national, international)

– Presentations of accepted abstracts – CME and lay presentations

Administrative Service • Administrative or committee work within the University and

to external agencies that furthers the scholarly and educational goals of the University – Medicine AND cross-appointed departments – Expected service versus Significant service

• Again, quality/impact most important

Purpose of Continuing Faculty Appointment Review

• Are we and you doing everything in our collective power to ensure your academic success?

10 Tips for Academic Success

1. Do what you love & prepare adequately (training and experience) 2. Have a clear plan, with short and longer term goals (focus) 3. Ensure sufficient resources, protected time and infrastructure (purpose of the

Academic Plan) 4. Balance clinical activities with expectations for scholarly productivity 5. Emphasize quality over quantity 6. Establish independence from former supervisors (demonstrate ability to

independently conceptualize / implement a research program) 7. Ensure your visibility beyond hospital (not so important first three years) 8. Listen, watch, correct less desirable behaviours 9. Careful and constant mentorship (mentors should put your career ahead of their

own; experienced and trusted counselor, advisor, or guide) – annual DoM Robert Hyland Mentorship Award

10. Be a team player

PROCESS AND TIMING OF REVIEW

2016 Workshop

Frank Silver

Review Process • Faculty member prepares and submits documents

The deadline is February 28, 2017

• Submit your documents through your Sharefile folder

https://utmed.sharefile.com/login.aspx • If you are having issues with your CFAR Sharefile folder

please contact [email protected].

mailto:[email protected]

Everything you need to know . . .

http://www.deptmedicine.utoronto.ca/

Required Documentation • CFAR Cover Letter (fillable pdf) • Curriculum Vitae • Teaching & Education Report

– Teaching Philosophy • Pre-clerkship teaching evaluations

– POWER and MEDSYS evaluations are pulled for inclusion in the review documents

• Appendix – not required, maximum of 5 pages

Web

CV

Other Required Documents Academic designation specific documents from WebCV • Clinician Teacher

– CPA Statement* (optional) • Clinician in Quality & Innovation

– CPA Statement * • Clinician Educator

– Research Statement, Refereed Publication Summary – CPA Statement * (optional)

CPA contributions are integrated in WebCV

***** Do NOT Run the CPA Report *****

Other Required Documents (con’t) Academic designation specific documents from WebCV • Clinician Investigator and Clinician Scientist

– Research Statement – Five Most Significant Publications * – Refereed Publication Summary – Research Awards Summary – CPA Statement (optional) – ORCID ID or Google Scholar page link * omit if you have ≤ 5 publications

NOTE: file formats: .pdf, .rtf, or .doc. Scanned images are not admissible

CFAR Cover Letter (fillable pdf)

• Candidate’s statement (fixed word count for each) • What is the focus of your work? • Why you have chosen an academic career in medicine? • What do you consider your major accomplishments since your

initial appointment? • What impact do you think your work has or will have? • Have you achieved what you set out to achieve in your

academic plan? If not, why not? • Have there been any career interruptions or other challenges

that have impacted your academic progress? • What are your goals for the next five years in academic

medicine?

CFAR Cover Letter, continued…

• Time distribution – What is it now? – Is this different from what was set out in your APD?

If so, why?

• Quality of mentorship – Frequency and satisfaction with interactions for up

to three mentors

2016-11-16

Appendices MAXIMUM of 5 pages

• The only additional information should be things that will substantively influence members of the review committee – e.g., non DoM FORMAL teaching

– Accredited CME – Rounds you presented – Graduate courses taught

• If your cover letter, CV and teaching / CPA / research statements speak for themselves then nothing additional is needed

PLEASE DO NOT INCLUDE ❌ Patient thank-you letters, e-mails

❌ Cards from patients or students

❌ Letters of reference from students, peers, patients

❌ Any documents with personal health information

PIC & DDD Letters

• PIC & DDD submit detailed written evaluation of your performance (including professional conduct)

• Please forward an updated CV to your PIC and DDD

Please send by early next year

Process – Who Does the Evaluation?

• 18 members with different job descriptions (CT, CE, CI, CS, RS) from different hospitals and a variety of subspecialties

• A primary and secondary reviewer are assigned to each faculty dossier to independently review and summarize the material for the whole committee

• The committee has a full discussion about each candidate and a consensus opinion is reached

Committee Members Frank Silver: CI – Neurology UHN (co-chair) Joan Wither: CS – Rheumatology UHN (co-chair)

Alan Barolet : CT – Cardiology MSH Ophyr Mourad: CT – GIM SMH

Mark Bayley: CQI – Rehab Med TRI Samir Sinha: CQI – Geriatrics MSH

Craig Earle: CS – Oncology SBH Harry Janssen: CS – Gastroenterology UHN

Bill Geerts: CI – Respirology SBH Kala Sridhar: CI – Oncology PMH

Shiphra Ginsburg: CS – Respirology MSH Antonio Strafella: CS – Neurology UHN

Young-In Kim: CS – Gastroenterology SMH Richard Wennberg: CI - Neurology

Liesly Lee: CT – Neurology SBH Karthryn Tinckam: CQI - Nephrology UHN

Helen MacKay: CI – Oncology SBH TBA

Process The co-chairs of the committee draft a letter for the Chair Department of Medicine conveying the committee’s deliberations and conclusions

Meets/surpasses requirements + feedback

Does not meet requirements, extend probation + feedback (e.g. more protected time, more mentorship, change in job description)

Does not meet requirements, recommend that appointment not be renewed

Process - Conclusion

• The Chair of Medicine reviews the Committee’s review letter, discusses the committee’s finding with the co-chairs and makes the final decision

• The Chair shares the final CFAR review letter with the PIC, DDD, and the faculty member

• Irrespective of the recommendation, a discuss with candidate will be arranged to discuss the CFAR recommendations and to plan for next steps required – this will be communicated to the Chair

Note

• When the decision reached is not to renew the appointment, the member of the Department is advised by the Chair that the decision can be appealed to the Dean of the Faculty of Medicine

Remember

• The CFAR committee’s job is to evaluate your activities and accomplishments so far and to give you guidance to make sure that you are the right track

• The committee will often – Give you praise that you are doing well – Advocate on your behalf to ensure you will be successful

in the future

EXPECTATIONS AT THE CONTINUING FACULTY APPOINTMENT REVIEW

2015 Workshop

Joan Wither

Expectations at Continuing Faculty Appointment Review

Individual has met the terms and conditions of their appointment to the Department, which are aligned with academic position description and rank and should be clearly laid out in Academic Planning Document

• Teaching • Scholarship (QI, education, research, CPA) • Administrative service • Professional behaviour

Expectations of Full Time Faculty at Continuing Faculty Appointment Review Academic Position Description

Rank at Initial Appointment Lecturer Assistant Professor

Demonstrated teaching effectiveness +

Clinician Teacher

Demonstrated teaching effectiveness (quality & quantity; formal and informal) with potential for sustained excellence in teaching Completion of health professions education training Demonstrated progress towards eligibility for Assistant Professor

Demonstrated teaching effectiveness (quality & quantity; formal and informal) with potential for sustained excellence in teaching Scholarly contributions in the form of CPA at least locally

Clinician Teacher - expectations • Evaluated on teaching and CPA • Teaching

– Quantity • 40-50 hours per year • Multiple teaching levels • Significant presence in undergraduate medical education

– Quality • Excellence in teaching

– Teaching evaluations (consistently high teaching scores and positive comments) – Teaching awards (received and nominated)

• CPA – Local

• Contributions to clinical care • Contributions to education




Clinician in Quality & Innovation

Eligible for promotion to Assistant Professor

Teaching effectiveness (quality & quantity; formal and informal) Scholarly contributions in the form of QI-related CPA

Clinician In Quality and Innovation - expectations • Evaluated on teaching and CPA in quality and innovation

activities • Teaching

– Quantity • 15-30 hours per year • Multiple teaching levels (QI-related teaching activities are an asset)

– Quality • Effective teacher

– Teaching evaluations (solid teaching scores with positive comments)

• CPA – Leadership role in at least one QI-related project or contribution to

several QI-related projects • Local level with capacity to have high impact and extend beyond the local

setting




Clinician Educator

N/A Demonstrated scholarly productivity in terms of CPA or education research with high potential for impact

Clinician Educator - expectations • Evaluated on teaching and education scholarship or

education leadership and administration • Teaching

– Quantity • 15-30 hours per year variety of levels • continuing education, faculty development, supervision of trainee projects

– Quality • Excellence in teaching

• CPA with demonstrated impact at least locally • Education Scholarship

– At least one first/senior author and 2-3 co-authored publications

• Education leadership and administration – Leadership role undergraduate, postgraduate, or continuing education

Expectations of Full Time Faculty at Continuing Faculty Appointment Review

Academic Position Description


Demonstrated teaching effectiveness + Clinician Investigator (Research or QI)

N/A Demonstrated scholarly productivity (CPA, QI, research), e.g. first or senior author peer-review publications and/or substantive intellectual contributions to research publications, site PI for multi-center clinical trials with high potential for impact

Clinician Investigator - expectations • Evaluated predominantly upon scholarly activity (research or

QI together with CPA) • Teaching

– Quantity • 15-30 hours per year • Multiple teaching levels, supervision of trainee projects expected

– Quality • Effective teacher - Solid teaching scores with positive comments

• Scholarly activity – PI of research or QI program, with CPA showing potential for outside impact – at least one peer-reviewed grant or major industry grant as PI OR substantive

intellectual contributions to multiple multi-centre clinical trials or QI initiatives – ≥ 1 peer-reviewed manuscript per year as 1st or senior author (≥ 3 total) OR

substantive intellectual contributions to multiple research publications • Original research, case reports not sufficient



Demonstrated teaching effectiveness + Clinician Scientist (all research types)

N/A Establishment of an independent research program with demonstrated scholarly productivity, e.g., PI operating grant, first-author peer-review publications, submission of application for salary support award (within 5 years) with high potential for impact

Clinician Scientist - expectations • Evaluated predominantly upon research • Teaching

– Quantity • Research supervision of trainees and graduate students and course instruction • Graduate school appointment an asset

– Quality • Effective teacher - Solid teaching scores with positive comments

• Research – Reviewed on productivity since appointment – Must demonstrate progress towards establishment of an independent (ideally focused)

research program with high potential for impact – PI on at least one peer-reviewed grant – ≥ 2 peer-reviewed manuscripts per year as 1st or senior author

• Should be original research in area of research focus

– Submission of application for salary support award (within 5 years)

Tips on documenting your scholarly activity using WebCV • Research Funding

– No funding yet? • List all grants applied for • Include both unsuccessful and pending grants • enter in WebCV and modify/rearrange later

– For all grants • enter your role • if co-PI or co-I define how you will contribute to the project and

what funds will go to your lab • if industry grant – outline exact contribution (ie. recruitment of

patients, wrote grant, steering committee, etc.) • add after WebCV printed

Tips on documenting your scholarly activity using WebCV • Research Productivity

– Include published, submitted, and in preparation manuscripts

• Highlight your contribution to manuscript – Important if not first/last author and made significant contribution

• Publishing with previous supervisor? – highlight your unique contribution to help establish independence

• Notify committee of any accepted manuscripts

– Include abstracts and presentations • Add free text as necessary to highlight role/significance (ie. award

winning, plenary session etc.)

Evaluation of Professionalism – all job descriptions • All faculty expected to demonstrate compliance with the

Faculty of Medicine and CPSO codes of conduct – See DOM website for links

• Evaluated through: – Letters of support from DDD and PIC

• Asked specifically to comment on professionalism

– Review of learner evaluations/comments • May comment on interactions with house staff and hospital staff

REPORTING YOUR TEACHING AND EDUCATION ACHIEVEMENTS

2016 Workshop

2016-11-16

Shiphra Ginsburg

How to Document Your Role in Teaching/Education

Shiphra Ginsburg MD, MEd, PhD, FRCPC Mount Sinai Hospital Department of Medicine Scientist, Wilson Centre for Research in Education

CFAR Workshop, November 2016

Requirements for CFAR • WebCV – electronic, no paper copies • Full Teaching and Education Report

– generated by WebCV

• TER by level first, then year • Teaching evaluation data that’s not already captured

Why do I need to do this? • A Teaching and Education Report captures the complexity of

teaching and educational activities • Prompts reflective practice and ongoing improvement • Helps foster a culture of teaching and learning scholarship • Documents one’s teaching abilities and development over

extended period of time

Teaching and Education Report • Introduction and Teaching Philosophy* • Teaching Landmarks: pulls data from WebCV and

summarizes over time period selected • Education/teaching awards • Innovations and developments in T & E • Leadership and administrative service in education

• Breakdown of education by LEVEL (multi-level, undergrad, post-grad, grad, CE, FD, PPE, etc)

• Within each level activities are listed by ACADEMIC YEAR (most recent year first)

• Within each Academic Year activities are listed by TYPE (e.g., seminars, lectures, clinical supervision, innovations/development, admin service, presentations, etc)

Entering types of teaching

Where things appear in TER

Note that Intro and Philosophy come out in different

sections of WebCV

Main body comes out under Teaching Philosophy (Section C: Academic Profile)

Intro part comes out under Section G: Teaching and

Design In the TER, though, they come out

together!

Teaching Philosophy • Goal of any educator is to change learners’

knowledge, attitudes and/or behaviors in a predetermined direction

• Instruction, in turn, is influenced by the values, beliefs, prior experiences, and knowledge of the individual faculty member

• Each faulty member must be able to articulate her/his philosophy of education

• Make it relevant for you

Philosophy of Education • Identify your aims, values, and beliefs about teaching • Highlight key aspects deemed important to your teaching

(e.g., specific teaching methods, assessment approaches) • Specific contextual factors that affect or modify your

approach (e.g., audience, discipline, purpose) • Create an authentic, coherent, and connected

presentation • Be reflective – even include areas in which you want/need

to improve*

Example of Intro and Philosophy

For mine, I had sections on: • Educating about

professionalism • Educating about research • Mentoring • Clinical teaching and

supervision • Summary

Introduction: Includes summary of activities to date, changes/evolution since appointment

Within each section: • Goals, approach,

evaluations, reflections • May be quite different for

each

End with a summary • Can include goals for the

future • Include any Faculty

Development plans, etc

Helpful tips • Keep every piece of documentation • Don’t include every piece of documentation!

• Specifically DO NOT include

– Schedules of rounds with your name on it – Emails/messages confirming times/dates of talks – Copies of talks, presentations, papers*

Helpful tips • Participate in courses/activities that have formal

systematic evaluations of teaching as part of your teaching responsibility

• And/or seek your own input from learners about your teaching

• Don’t assume that everything will be evaluated • Encourage your learners to complete their

evaluations

Helpful tips • Actively seek documentation if it has not been

provided to you – Evaluations from CE events – Letters of acknowledgement of significant education administrative

activities – Letters regarding adopting your teaching materials/research

• Maintain list of learners taught by year and by course – (some of them will be your references for promotion) – don’t forget your role in formal mentoring relationships

Awards • Find out what awards you may be eligible for

– Hospital and university, department/division – Undergraduate, postgraduate, continuing education

• Find colleagues to support your application and

nomination for these awards • If you are not successful, get feedback • Try again!

Helpful tips

• Seek assistance, on an ongoing basis, with your

hospital’s Teaching Effectiveness Committee representative(s) and/or Promotions mentors

Questions?

2016-11-16

[email protected] [email protected]