Academic Promotion in Different Career Paths

1. Academic Promotion in Different Career Paths David J. Bjorkman, MD, MSPH Florida Atlantic University

2. Objectives • Recognize academic phenotypes • Understand the requirements of the appropriate academic track for each phenotype • Know the institutional/leadership expectations for promotion • Appreciate he role of mentorship and teamwork in academic success

3. Principles • Identify your phenotype -You are NOT a “Triple Threat” • Know the rules • Mentoring • Focus • Hard work • Feedback

4. What is Your Phenotype? • Basic research at bench with cell or animal models • Basic research using human subjects • Applied research using human subjects (translational research)

5. What is Your Phenotype? • Clinical efficacy in humans • Clinical effectiveness in populations • Population/health system/care delivery • Education

6. What is Your Focus? • Effects of ischemia on hepatic mitochondria • Gene identification in types of IBD • Targeted chemotherapy for HCC

7. What is Your Focus? • Drug efficacy in IBD • Drug efficacy and cost in clinical practice for IBD • Team-based care to reduce admissions for IBD • Innovative curricula for teaching endoscopy

8. Know the Rules: Tenure Track • Requires extensive research productivity • Independent competitive funding • Publication in high impact journals • Time clock until you are “up or out”

9. Know the Rules: Clinical Track • Usually assumes at least 50% effort is clinical/educational • Scholarly activity expected (publications) • Funding expectations more flexible • Co-PI, co-investigator • Type of grants

10. Know the Rules: Research Track • Usually working on somebody else’s grant • Collaborative grant a publication productivity • No teaching expectations

11. Know the Rules: Lecturer/Educator • Work expectations focus on education • Clinical work may be expected • Scholarly activity in education expected for promotion • Books/papers • National presentations on educational topics • Innovative curricula adopted by other institutions • National/international reputation in education • Example criteria in: Simpson D. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ. 2007;41:1002-9.

12. Match Your Phenotype and Track • Basic investigator: Tenure or Research Track • Translational investigator: Clinician scholar (if available) • Clinician investigator: Clinical Track • Clinician educator: Clinical or Lecturer Track • Educator/administrator: Lecturer track

13. Deciding on a Career Track: Tenure • Burning interest in basic mechanisms of health and disease • Basic research training and prior productivity (prior Ph.D. or M.D./Ph.D.?) • Success of mentor/lab leader • Any time as a post-doc • Time to “up or out” 7 years • Average age for 1st NIH R01 grant is 42

14. Deciding on a Career Track: Clinical • What does tenure mean? • Short term contracts or “at will” employment • No time clock for “up or out” • Potential salary incentives • Scholarly/research program is critical • Can combine research and education with clinical activity

15. Deciding on a Career Track: Education/Lecturer • Focus on educational innovation • Measure education outcomes • Scholarly activity required for promotion • Often combined with administrative position • Office of Medical Education • Fellowship/Residency director • Student affairs

16. Common Requirements for Success • Clear understanding of expectations from Division Chief and Department Chair • Hard work • Enthusiasm for what you do • Focus • Active mentoring • Ongoing scholarly activity • Respond to feedback

17. Perfect Mentor • A person whose career you model • Scholarship • Clinical activity • Similar focus (scientific and clinical) • Internal and external champion/defender • A person with whom you can vent/celebrate

18. Tenure Track Success • Do not assume independence prematurely • Work closely with mentor to identify your niche • Try again after unsuccessful grant • Do not be distracted by other activities • Clinical • Administrative • “Tic Toc”

19. Clinical Track Success • Work closely with mentor • Combine your clinical and scholarly foci • Clinical expertise in IBD • Clinical research in IBD • Look for collaborative opportunities • Local PI for multicenter studies • Co-investigator on translational studies • Remember you are part of a team

20. Educational/Lecturer Track Success • Must be actively involved in curriculum • Design • Evaluation • Redesign • Always working with a team of educators • Learn the education lexicon (? Additional training) • Present and publish your work Simpson D. Advancing educators and education by defining the components and evidence associated with educational scholarship. Med Educ. 2007;41:1002-9.

21. FOCUS!

22. Focus • What you want to be your focus? • Is that what your division chief wants? • Is that what your department chair wants? • Support from your mentor is crucial • Learn to say “no” politely • Work hard

23. Feedback • Regular feedback is critical • At least an annual meeting with division chief • 3rd year tenure review helpful • Ongoing 360 degree feedback more effective

24. Questions?

25. Keys for Academic Success • Know your phenotype • Make sure you are in the appropriate faculty track • Understand the expectations • Have an engaged mentor • Focus • Get feedback • Work hard