promotion & tenure workshop: clinical scholar track ... ·...

Office of Faculty Diversity & Development Office of Women’s Careers

Promo;on & Tenure Workshop Clinical Scholar Track

October 22, 2015

Presenters Byron Cryer, MD, and Jeanne Sheffield, MD

Moderator Michel Baum, MD



October 22, 2015

Presenter Jeanne Sheffield, MD

Office of Faculty Diversity & Development Office of Women’s Careers Office of Faculty Diversity & Development Office of Women’s Careers

Implica;ons of Faculty Rank Structure


Academic Tracks


Academic Tracks

¡  Academic track is a broad job descrip;on: ¡  How is your ;me distributed between teaching, research, educa;on and clinical prac;ce?

¡  Faculty member and Chair should agree on the track ¡  Track carries implica;ons about compensa;on, distribu;on of ;me and sources of funds


7% (n = 127)

10% (n = 169)

16% (n = 284)

67% (n = 1182)

Clinician Educator

Research

Tenure-‐Accruing/ Tenured

Clinical Scholar

Academic Track Composi;on 2014-‐2015 UT Southwestern

Clinical Faculty (n = 1762)


Division of Time by Faculty Tracks Precise effort distribuFon for any individual faculty may vary from year-‐to-‐year, between departments, and between individuals based on various consideraFons, largely the faculty members’ funding and clinical effort

The Clinical Scholar Track has the greatest variability in distribution of effort

0%

20%

40%

60%

80%

100%

Research Tenure-‐Accruing

ClinicalScholar

Clinician

Teaching

Research

Clinical

M.D. Pathways

Clinician-‐Educator


Clinical Scholar Track


Clinical Scholar Track

§ For those interested in §  the conduct of original research and other scholarly acFvity

§  as well as clinical pracFce

§ PromoFon requires §  a na;onal reputa;on for research

§  excellent local/regional reputaFon in both clinical care and teaching


The PromoFon Process -‐-‐-‐-‐-‐-‐ for all tracks


§ Spend some Fme making sure that CV reflects the criteria standards which commiVee will be evaluaFng

§ CV template is available at W:\PUB\SMSDEAN\PromoFon & Tenure


Promo;on Timeline Sept Division chief submits c.v. and

cover leVer to Chair’s office

Oct 1 and Nov 15 Packets submiVed to Chair’s office

Oct 15 and Dec 1 Packets submiVed to Dean’s office P&T CommiVee members review packets and interview references by phone

Dec – April P&T CommiVee meets and makes recommendaFon to the Dean

Sept 1 (next academic year) PromoFon effecFve


Promo;on & Tenure Commi]ee Review Process

§  Each candidate is reviewed independently by two P&T members

§  The 2 reviewers present their findings to the full P&T CommiVee

§  The findings are discussed and P&T members votes by secret ballot electronically (Members from candidate’s department parFcipate in the review but do not vote)

§  A majority of votes indicate a recommendaFon to the Dean for promoFon

§  The Dean makes the final decision


Evalua;on is via Phone Interviews of External

and Internal Experts

The P&T member asks these quesFons and more:

§ Do you know the candidate? § Impact on the field? § Comparison with others in the same field? § Would the candidate be promoted at the reviewer’s insFtuFon?

For local references:

§ Teaching abiliFes? § Clinical experFse? § Would they refer a family member?


Promo;on Criteria For Clinical Scholars


Must Lead Scholarly Projects

Candidates are expected to be the driving force in some area of their scholarly acFviFes, which may consist of: §  being the principal invesFgator or site principal invesFgator on research grants §  being the corresponding or senior author on publicaFons of original research


Evalua;on of Scholarly Ac;vi;es Assistant to Associate Professor


Evalua;on of Clinical / Pa;ent Care

Ac;vi;es & Teaching Assistant to Associate Professor


Associate Professor to Professor for Clinical Scholars


Unwri]en Criteria

§  Be aware of the unwri]en criteria:

§  Collegiality §  Team work §  Interpersonal skills

§  Faculty are con;nuously being assessed by: §  Colleagues §  Laboratory staff §  Trainees §  PaFents § Nurses & other health professionals


Summary of Promo;on Criteria for Clinical Scholars

§  PosiFon requires clinical acFvity, scholarly acFvity and teaching

§  Most varied job descripFon

§  Most difficult track to evaluate

§  No up-‐and-‐out (tenure) clock

§  Tenure may be granted at the full Professor level



October 22, 2015

Presenter Byron Cryer, MD


Clinical Scholar Track Mul;ple Challenges from Mul;ple Perspec;ves

Clinical Scholar Execu;on Challenge

Must be excellent as part-‐Fme clinician in rapidly evolving fields. Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators. Time commitments required for professional objecFves limit personal Fme.




Chief or Chair Resourcing Challenge

Must be excellent as part-‐Fme clinician in rapidly evolving fields.

Responsible for matching funding sources to faculty effort.

Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators.

Tracking variable efforts of clinical scholar & matching effort to resources can be a challenge.

Time commitments required for professional objecFves limit personal Fme.

DiscreFonary funds and margins for faculty support have declined.




Chief or Chair Resourcing Challenge

P & T Commi]ee Evalua;on Challenge

Must be excellent as part-‐Fme clinician in rapidly evolving fields.

Responsible for matching funding sources to faculty effort.

Expects excellent to outstanding clinical performance.

Must be excellent as a part-‐Fme invesFgator who competes against full-‐Fme invesFgators.

Tracking variable efforts of clinical scholar & matching effort to resources can be a challenge.

Expects excellent to outstanding producFvity in invesFgaFon.

Time commitments required for professional objecFves limit personal Fme.

DiscreFonary funds and margins for faculty support have declined.

Difficult to evaluate whether clinical and research producFvity are matched to distribuFon of effort.


How Do I Develop Myself to Meet the Various

Criteria? Examples and Ques.ons


How Do I Develop Independence & Have Impact?

§  Scholarship -‐-‐ Is the candidate among the best in a broadly defined field?

§  Team Science -‐-‐ If candidate’s scholarly work is collaboraFve, what was the importance of the candidate’s role in the team?

§  Promise -‐-‐ Is the candidate capable of sustaining a first-‐rate clinical research program during his or her career?

ConsideraFons by the P& T CommiVee when evaluaFng the Clinical Scholar’s independence and impact of work:


Development of Independence & Impact

§  EvaluaFng Impact The commiVee will ask….has the Associate Professor done the following?

§  InnovaFve, cukng-‐edge research on important quesFons in the field

§  Changed the way the field is viewed

§  Broadened the understanding of their field §  Opened up new methods or new areas of invesFgaFon


How Can I Be A Scholar While An Excellent Clinician?

§  ScienFfic research is broadly defined as generaFon of new knowledge

§  The clinical scholar typically conducts scholarly work in the course of her/his clinical work

§  Examples of opportuniFes for scholarly work during conduct of clinical pracFce:

§  descripFon of new techniques §  evaluaFon of new or exisFng treatments

§  descripFon of natural history of disease

§  case reports §  publicaFon of reviews or textbooks


How Do I Build a Na;onal Reputa;on?


Fleming et al..JAMA Sept 7, 2005; Vol 294, No 9; 1101-‐1104

Examples of Scholarly Achievement in Teaching Teaching

§  Volume §  Awards §  InnovaFon §  ConFnuing educaFon §  Quality

Mentoring and Supervision §  Student Advising §  Research

•  Supervision •  Mentoring •  Thesis/dissertaFon commiVees

Educa;onal Administra;on/ Service §  EducaFon commiVees §  AccreditaFon commiVees §  Leadership posiFons §  Curriculum development

Scholarship of Teaching

§  Peer-‐reviewed publicaFons §  Books/chapters §  Editorial services §  RecogniFon by peers §  Invited/keynote presentaFon §  Grants and contracts


What can the Clinical Scholar do to achieve excellence in teaching?

Factors considered in assessing teaching performance may include (but are not limited to) the following:

§  Knowledge of the material §  Clarity of exposiFon §  PosiFve style of interacFon with students §  Availability §  Professionalism §  InsFtuFonal compliance and ethics §  EffecFve communicaFon skills §  Helpfulness in learning §  Ability to sFmulate further educaFon §  Ability to work effecFvely as part of the teaching team


Managing Your Time as a Clinical Scholar

§  Balancing acFviFes is a challenge §  Another method to evaluate distribuFon of effort (i.e., manage Fme) for Clinical Scholars is to evaluate efforts spent on goals related to:

  Internal RecogniFon   External RecogniFon


Time Management for the Clinical Scholar-‐ A Balancing Act-‐-‐ Internal Recogni;on

•  Other insFtuFonal commitments can have indirect and direct benefit

•  PrioriFze these commitments – do not become overextended; get guidance from your Chief or Chair •  ObligaFons will increase with Fme – don’t rush them •  Your career progress is your responsibility

Ask yourself: how are you spending your Fme?


Ask yourself: how are you spending your Fme?

•  PublicaFons -‐-‐ your major outside face

•  MeeFngs/conferences

•  Professional OrganizaFons

Time Management for the Clinical Scholar -‐ A Balancing Act-‐-‐ External Recogni;on


Track Switching


Important Things to Remember


Final Words of Advice

§  Know which track you are in, the expectaFons, and the criteria for promoFon

§  Keep records of your acFviFes

§  Get a mentor or mentors

§  Remember that everyone with whom you interact is a person who will potenFally comment on your promoFon



October 22, 2015

Moderator Michel Baum, MD


Ques;ons?

promotion & tenure workshop: clinical scholar track ... ·...

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