Incoming Faculty Orientation: Academic Tracks

Transcript

• 00:00So I'm gonna dive into
• 00:02kind of giving an overview
• 00:03of the academic tracks and
• 00:04just a little bit about,
• 00:06issues related to kind of
• 00:07promotion expectations,
• 00:09and then we'll have the
• 00:10breakout sessions where we'll divide
• 00:12up into three separate groups.
• 00:13And I'll give a little
• 00:14more information about that in
• 00:15a minute.
• 00:16So,
• 00:17like most major medical schools,
• 00:20Yale, has a variety of
• 00:22faculty appointments
• 00:24that are really meant to
• 00:25be able to facilitate,
• 00:27the recruitment, retention, and promotion
• 00:29of a really talented exceptional
• 00:32group of faculty.
• 00:33So there seems like a
• 00:35lot of options here and
• 00:36that's intentional, which is to
• 00:38try to be able to
• 00:39have different options for people
• 00:41to demonstrate their excellence.
• 00:44All fact so the the
• 00:46most traditional ones that people
• 00:47maybe are are more familiar
• 00:48with are the latter ranks,
• 00:50which are assistant professor, associate
• 00:52professor, and professor.
• 00:54Yale also has a large
• 00:55group of faculty on the
• 00:56research ranks, which also have
• 00:58three different ranks that you
• 00:59can get advanced on.
• 01:02And obviously, that group is
• 01:03is, critical to the research
• 01:05mission of the school. And
• 01:06then we have instructional or
• 01:07other ranks that are that
• 01:09are are critical to the
• 01:10educational mission,
• 01:12in some cases, clinical mission
• 01:14of of the school as
• 01:15well. Then within the latter
• 01:17ranks, there are five different,
• 01:19tracks,
• 01:21academic clinician, clinician educator, scholar,
• 01:23clinician scientist,
• 01:25investigator,
• 01:26and traditional track.
• 01:28And I wanted to emphasize
• 01:30that all faculty,
• 01:32whether it's ladder, research, instructor
• 01:34faculty,
• 01:35are essential to the missions
• 01:37of, an academic medical center
• 01:39like Yale.
• 01:40They differ a bit on
• 01:42which of these mission areas
• 01:44they focus on, whether that's
• 01:46clinical, educational, or research.
• 01:49Ladder research rank and other
• 01:51teaching faculty,
• 01:53they really differ on whether
• 01:54they're expected to be, at
• 01:56the time when they're being
• 01:57evaluated for promotion, particularly
• 02:00excellent in one of these
• 02:01mission areas, or two of
• 02:03these mission areas, or three
• 02:04of these mission areas.
• 02:08This is a slide,
• 02:10that just reflects the amount
• 02:12of growth that we've seen
• 02:13at Yale School of Medicine
• 02:14and our,
• 02:15among our faculty,
• 02:17since twenty eighteen. That's a
• 02:18relevant year because it's right
• 02:20around the time when we
• 02:21switched from
• 02:22assistant professors
• 02:24being able to be in
• 02:25an undeclared
• 02:26track to there having to
• 02:27be in a declared track
• 02:28at the point of hire.
• 02:30It's also around that time
• 02:31that we introduced our our,
• 02:34the fifth track which is
• 02:35now called academic clinician track.
• 02:37And if you look at
• 02:38those two,
• 02:40so we've got about three
• 02:41thousand one hundred or almost
• 02:42three thousand two hundred total
• 02:44faculty here. And then the
• 02:46top line is the clinician
• 02:47educator scholar track.
• 02:50You can see, you know,
• 02:51creeping up on a thousand
• 02:52there. And then the light
• 02:53blue one,
• 02:54which you can see starts
• 02:55in two thousand nineteen is
• 02:57the academic clinician track, which
• 02:58is our most rapidly rising
• 03:01track.
• 03:02And, we expect that as
• 03:04the health system continues to
• 03:06expand to be a track
• 03:07that grows,
• 03:09the clinician educator scholar track
• 03:10will probably grow too, although
• 03:12some of those may move
• 03:14from the clinician educator scholar
• 03:16track to the academic clinician
• 03:17track.
• 03:18And when you look at
• 03:19those two, what we sometimes
• 03:21call clinically intensive tracks
• 03:23combined,
• 03:24they account for over half
• 03:26of all faculty in the
• 03:27school of medicine. So it's
• 03:28a very large group consistent
• 03:30with the important clinical mission.
• 03:32The dotted yellow line is
• 03:33for those research ranks, associate
• 03:35research scientists, research scientists, and
• 03:37senior research scientists combined.
• 03:40And that gives you some
• 03:41sense of how big the
• 03:42research mission is because that's
• 03:43a group of faculty that
• 03:44are really essential
• 03:46to working with
• 03:48particularly the faculty in the
• 03:50three lower lines, what we
• 03:51sometimes call the research intensive
• 03:53faculty,
• 03:54traditional track, clinician scientist, and
• 03:56investigator track, which in comparison
• 03:59is smaller in number,
• 04:02but they work with a
• 04:03large research ranked faculty.
• 04:06As I mentioned this morning,
• 04:08my associate dean, for faculty
• 04:10affairs colleague Jonathan Grauer,
• 04:13has has really arranged to
• 04:14put
• 04:15as much information as possible
• 04:18around the tracks and the
• 04:19promotion processes on the OAPD
• 04:21website,
• 04:22so that it is a
• 04:23much more transparent process for
• 04:25people. They kind of know
• 04:26what to expect as they
• 04:28begin what is oftentimes a
• 04:29year long process,
• 04:31for a promotion review.
• 04:33And there's a lot of
• 04:34resources on there. I'm just
• 04:35gonna show one as an
• 04:36example, not because I want
• 04:38you after lunch when you're
• 04:40maybe feeling a little tired
• 04:41to try to look through
• 04:42all of this, but this
• 04:44is just one sort of
• 04:45document that we have which
• 04:47tries to be transparent about
• 04:48the expectations
• 04:49for people. And if you
• 04:50just sort of see on
• 04:51the left
• 04:53most row, you see the
• 04:54clinical, educational, and research,
• 04:56missions. And when you look
• 04:58at this later
• 04:59and look across the five
• 05:01different tracks that I've just
• 05:02talked about, you can see
• 05:03that there's variability
• 05:05on which of those
• 05:06is a major area of
• 05:08work, for people. So for
• 05:10example, the clinician educator scholar
• 05:12and clinician scientist track are
• 05:14really supposed to be excellent
• 05:15in all three mission areas.
• 05:17The academic clinician track is
• 05:19expected to be excellent in,
• 05:22as clinicians and as educators
• 05:24if if educational opportunities are
• 05:26available to them at their
• 05:27site.
• 05:28And, traditional,
• 05:29track is expected to be
• 05:31outstanding researchers and outstanding teachers.
• 05:34If they're clinicians, they would
• 05:35have to be excellent at
• 05:36that too, although that's probably
• 05:38less common.
• 05:39And then the investigator track
• 05:41is more focused on research,
• 05:43so that's really what they're
• 05:44being evaluated,
• 05:46when they're going through a
• 05:47promotion review. Having said that,
• 05:49they're oftentimes very involved in
• 05:51teaching in terms of mentoring,
• 05:53people in their labs, sometimes
• 05:54teaching graduate students and things
• 05:56like that.
• 05:58This is just, the second
• 06:00page of it, which I'm
• 06:01really putting up here mostly,
• 06:04for the bottom
• 06:06most row,
• 06:07on professionalism, citizenship,
• 06:10and values, which is
• 06:12a requirement for all faculty
• 06:14no matter which rank or
• 06:15track you're at that you're
• 06:16expected to uphold the university
• 06:18faculty standards of conduct as
• 06:20are laid out in the
• 06:21faculty handbook
• 06:22as well as the mission
• 06:23and that, values of the
• 06:25medical school, which Dean Brown
• 06:26went over this morning.
• 06:28And this does get evaluated,
• 06:30at the time that people
• 06:31are being reviewed for reappointment
• 06:32or promotion.
• 06:34And there's an expectation
• 06:36that people will continue to
• 06:37develop in these areas and
• 06:38contribute to the success,
• 06:40and diversity and well-being of
• 06:42the academic community. And we
• 06:43actually include
• 06:45a statement within one of
• 06:46our,
• 06:47or a section within one
• 06:48of our promotion documents that
• 06:50has people talk about their
• 06:51contributions of, to well-being of
• 06:54the community.
• 06:56So, you know, for all
• 06:57and you can see on
• 06:58this slide that, you know,
• 06:59professionalism,
• 07:00citizenship, and values are is
• 07:02one of those themes that's
• 07:03common to all tracks.
• 07:06But, you know, really whether,
• 07:08the track you're on, you're
• 07:09expected to be excellent in
• 07:11one, two, or three mission
• 07:12areas.
• 07:13There are some, some other
• 07:15themes that are common to
• 07:16the latter ranks.
• 07:18The first being that it's
• 07:19really important
• 07:20that, you know, fairly early
• 07:22on you start developing kind
• 07:23of a focused area of
• 07:25expertise,
• 07:26whether that's clinical, educational,
• 07:28or scholarly, or,
• 07:30or a combination of those,
• 07:32and that you really work
• 07:34hard to develop,
• 07:35your reputation and recognition in
• 07:37those areas,
• 07:38by being productive
• 07:40and and achieving in different
• 07:41areas.
• 07:42That's really important because
• 07:45sort of your recognition
• 07:47and reputation within Yale and
• 07:49beyond Yale becomes really important
• 07:51and gets closely evaluated when
• 07:53you get reviewed for promotion.
• 07:55So the typical expectation
• 07:57of someone going from assistant
• 07:59professor to associate professor is
• 08:00that you've moved from being
• 08:02a kind of a local
• 08:03treasure,
• 08:04within the health system or
• 08:06within, within the lab here
• 08:08to having some kind of
• 08:10regional reputation.
• 08:12And then that the move
• 08:13from associate,
• 08:15excuse me, professor to
• 08:17full professor,
• 08:18the expectation is that you
• 08:19are transitioning towards national reputation.
• 08:24Just because we're a little
• 08:25bit behind, I'm gonna skip
• 08:27this one and go to
• 08:28sort of another area where
• 08:30the tracks differ somewhat, which
• 08:32is with regard to the
• 08:33timetables
• 08:34for
• 08:35for promotion.
• 08:37So
• 08:38assistant professors typically get a
• 08:40three year, you know, get
• 08:41three year
• 08:42terms that then can be
• 08:44renewed over time, and associate
• 08:46professors get five year terms
• 08:47which can can get renewed
• 08:49over time.
• 08:50It's typically the case that,
• 08:52most assistant professors unless they
• 08:54were an assistant professor before
• 08:56they came here
• 08:57or they've taken some approved
• 08:59leave while they're here, will
• 09:00have two three year terms
• 09:02before they get reviewed for
• 09:04a promotion to associate professor.
• 09:06And that's really true kind
• 09:07of for all of all
• 09:08of the tracks.
• 09:10And then
• 09:11for associate professor, it's typically
• 09:13the case,
• 09:14almost always the case, that
• 09:16someone has at least completed
• 09:18one five year term as
• 09:20associate professor. They may get
• 09:22reviewed,
• 09:23you know, after a couple
• 09:24years into their second term,
• 09:26sometimes it's not till the
• 09:27end of their second full
• 09:28second five year term, sometimes
• 09:30it takes longer than that.
• 09:32But there are very there's
• 09:33variation on that depending on
• 09:35which track in terms of
• 09:37whether there are
• 09:38kind of rules about that
• 09:40timetable. So
• 09:41the three middle
• 09:43tracks, kind of the what
• 09:44we call research intensive tracks,
• 09:46have timetable expectations
• 09:48on this. So the, clinician
• 09:51scientist traditional track and investigator
• 09:53track, you can only be
• 09:55an assistant professor
• 09:56for a total of six
• 09:57years before you have to
• 09:59get reviewed for associate professor.
• 10:00Again, unless you've taken a
• 10:02caregiver leave or medical leave
• 10:04or or or some other
• 10:05approved leave.
• 10:07And then, when you get
• 10:09to associate professor,
• 10:10if you're on the clinician
• 10:11scientist track, you could stay
• 10:13on that track for several
• 10:15five year terms if you
• 10:17needed that amount of time
• 10:18to,
• 10:19demonstrate,
• 10:20kind of readiness for promotion.
• 10:22The investigator track has a
• 10:24time limit of two five
• 10:26year terms before you have
• 10:27to go up for professor.
• 10:29And the traditional track is
• 10:30a little bit different in
• 10:31that you have sort of
• 10:32a ten year period where
• 10:33you have to achieve tenure,
• 10:36And that involves sort of
• 10:37a two step process as
• 10:38associate professor, where you first
• 10:41get reviewed for associate professor
• 10:43with a a time limited
• 10:44or term appointment, and then
• 10:46you have to be reviewed
• 10:47for for tenure within a
• 10:49couple years of that depending
• 10:50on on when you go
• 10:51up. So those three have
• 10:52really clear timetables.
• 10:54The clinician educator scholar track
• 10:56and the academic clinician track
• 10:58do not have those same
• 10:59timetables. So, you know, I'd
• 11:02I'd say
• 11:03most faculty
• 11:04would wanna go up for
• 11:05promotion after a couple terms
• 11:07at assistant professor or after
• 11:08a couple terms at associate
• 11:10professor.
• 11:11But if your, kind of,
• 11:12essentially reputation beyond Yale and
• 11:15at Yale isn't quite there
• 11:17yet, you have more time
• 11:18on that.
• 11:20Once you get to professor,
• 11:22then you don't have to
• 11:23get reviewed every five years,
• 11:25for at least for the
• 11:25first four tracks. For the
• 11:27academic clinician track, there has
• 11:29to be some type of
• 11:30departmental review,
• 11:32every five years, and you
• 11:33get reappointed as as a
• 11:34professor for that.
• 11:37As I as I showed
• 11:38in the graph, although
• 11:40numerically
• 11:41smaller, those research intensive
• 11:44tracks, clinician scientist, investigator, and
• 11:46traditional,
• 11:48are usually very well funded
• 11:50investigators,
• 11:51and,
• 11:52and they have
• 11:54many research ranked faculty that
• 11:56are working with them in
• 11:57their labs. As you saw,
• 11:58the numbers of research rank
• 11:59faculty at Yale is very
• 12:00high.
• 12:01So we have three ranks
• 12:02here, an entry rank, of
• 12:05associate research scientist, which is
• 12:06kind of a typical place
• 12:08where people who have completed
• 12:09a postdoctoral fellowship
• 12:11will first go. And and
• 12:12sometimes that will be
• 12:14what where they stay for
• 12:16their career because they're they
• 12:17have a a sort of
• 12:18a technical expertise or a
• 12:20project management expertise
• 12:22that is critical to a
• 12:24laboratory and they get reappointed
• 12:26at that rank over time,
• 12:28but making really important contributions
• 12:30within a lab.
• 12:31To the extent that they're
• 12:32also getting involved in sort
• 12:34of the scholarly process, being
• 12:36an author or co author
• 12:38on papers, sometimes getting small
• 12:40grants,
• 12:41they may be,
• 12:43may be promoted to research
• 12:44scientist.
• 12:46And then, and then finally
• 12:47to senior research scientist really
• 12:49represents the kind of the
• 12:50highest level of professional attainment.
• 12:53And and they're really functioning
• 12:55at the level that is
• 12:57comparable to, I'd say, an
• 12:59associate professor on the investigator
• 13:01track, except that there is
• 13:02not the expectation that they
• 13:03would have,
• 13:05PI funding through a National
• 13:06Institute of Health grant, typically.
• 13:10The other, rank that is,
• 13:13and I don't know if
• 13:13anyone in the room is
• 13:15an instructor, but these are
• 13:16oftentimes
• 13:17used as an initial appointment,
• 13:20for for faculty. This is
• 13:21their first faculty appointment and,
• 13:24they it's it's believed that
• 13:26they may need some extra
• 13:27time to establish scholarly activities.
• 13:30So if they are entering
• 13:31one of those time
• 13:33restrictive ranks where you got
• 13:35six years,
• 13:36you don't want to do
• 13:37that if you don't have
• 13:38you're not on an on
• 13:39ramp in terms of your
• 13:41scholarship. So if you don't
• 13:42have a k award or
• 13:43you have not started to
• 13:44develop a body of scholarship.
• 13:46So some some departments, particularly
• 13:48clinical departments,
• 13:49will have faculty,
• 13:52start on this rank, and
• 13:53you can be on that
• 13:54for three years before moving
• 13:55to assistant professor. It's just
• 13:57to give people a little
• 13:58bit more time. Sometimes very
• 14:00helpful, particularly when people are
• 14:01very clinically active and they're
• 14:03trying to figure out where
• 14:04to fit their scholarship into
• 14:05that.
• 14:06It also can be used
• 14:08as a secondary appointment for,
• 14:10people who are here in
• 14:11advanced fellowship programs, and there's
• 14:13no time length on that.
• 14:15And then it also can
• 14:16be used for some, non
• 14:18physician providers in the health
• 14:19system.
• 14:22So just quickly on this,
• 14:25returning to the tripartite mission
• 14:28of of, academic medicine,
• 14:31And just wanted to touch
• 14:33base on these in terms
• 14:34of some some things related
• 14:36to kind of promotion readiness,
• 14:39related to the tracks. So
• 14:41I would say that,
• 14:43clinical excellence when you're when
• 14:45you're doing promotion reviews and
• 14:47committees are looking at this,
• 14:48this becomes a really critical
• 14:50component for reviews of faculty
• 14:52who are on the academic
• 14:53clinician track and the clinician
• 14:55educator scholar track.
• 14:56However, if you are doing
• 14:58any kind of clinical work
• 15:00and you're on the traditional
• 15:00track, clinician scientists, you're expected
• 15:03to be excellent at that.
• 15:04You know, faculty expect it,
• 15:05whatever you do, you're expected
• 15:06to be excellent. So, sort
• 15:08of not okay to be
• 15:10a kind of a mediocre
• 15:11physician if you're on the
• 15:12clinician scientist track.
• 15:15So that's the expectation, but
• 15:16in general, the promotion reviews,
• 15:18I would say the committees
• 15:20are talking most about this
• 15:22with academic clinician and clinician
• 15:23educator scholar track. And so
• 15:25they're looking for evidence
• 15:27of how are you influencing
• 15:29clinical practice or health care
• 15:31delivery.
• 15:32Are you regarded by your
• 15:33peers and maybe people within
• 15:35the state initially as being
• 15:36a master clinician that you
• 15:37that,
• 15:39you refer to? Are you
• 15:40kind of giving clinical workshops
• 15:42or talks to professional organizations?
• 15:46Teaching activities, I I I
• 15:48say
• 15:49if they are if trainees
• 15:51are working in your sphere,
• 15:54the general expectation is that
• 15:55all ladder faculty are involved
• 15:57with trainees in some ways.
• 15:59Some tracks more than others.
• 16:00I mentioned the investigator track.
• 16:03While teaching may not be
• 16:05the a major point of
• 16:07evaluation and the promotion, most
• 16:07investigator track faculty are doing
• 16:08mentoring of trainees within their
• 16:08lab,
• 16:14and so they are they
• 16:15are demonstrating their their educational
• 16:17commitment.
• 16:18The academic clinician track, sometimes
• 16:20we have situations where people
• 16:22on that track are are
• 16:24placed in settings outside of
• 16:25New Haven or West Haven
• 16:27where there are no trainees
• 16:29placed. And in that situation,
• 16:31if you were going up
• 16:31for promotion and did not
• 16:33have the opportunity to be
• 16:34involved with trainees, that would
• 16:36not be held against you.
• 16:38However, if you are involved
• 16:39with them, again, the expectation
• 16:41is that you are,
• 16:43doing that at a high
• 16:44level of excellence.
• 16:46Janet Hafler this morning mentioned
• 16:48the importance of teaching evaluations.
• 16:50Those are really required for
• 16:53for all promotion reviews.
• 16:55They're they're especially looked for
• 16:57for
• 16:58for some tracks more than
• 16:59others,
• 17:00but,
• 17:01we really recommend that people
• 17:03be very diligent about
• 17:04collecting those as they're engaged
• 17:06in teaching.
• 17:08And then finally, scholarship.
• 17:11This is,
• 17:13really expected for just about
• 17:15faculty on any of the
• 17:16tracks. The one exception being
• 17:19for academic clinician.
• 17:21If academic clinicians are doing
• 17:22research, it's like a it's
• 17:24like an extra bonus to
• 17:25them, I'd say, as they're
• 17:26getting reviewed.
• 17:28But if you don't do
• 17:29it, it's not, again, it's
• 17:30not held against you.
• 17:31Scholarship is not a requirement
• 17:33for faculty or on the
• 17:35academic clinician track, although we
• 17:36encourage people to do that.
• 17:38But for the other tracks,
• 17:40you're really looking at, you
• 17:41know, journal publications,
• 17:43other types of peer reviewed,
• 17:46disseminated products like Janet mentioned
• 17:48this morning that,
• 17:49have a life outside of
• 17:51Yale that other people are
• 17:52reading them or making use
• 17:54of them in the case
• 17:55of curriculum.
• 17:56So those are really
• 17:58important.
• 17:59If you're on the research
• 18:00intensive tracks, your grant funding
• 18:02record is is important,
• 18:04critically important to your promotion.
• 18:06And also the the more
• 18:08research intensive faculty,
• 18:10committees are usually looking for
• 18:12evidence that the person is
• 18:14developing as an independent scientist,
• 18:18sort of separate from their
• 18:19mentors, so that they've got
• 18:20some publications
• 18:21that
• 18:22that that don't have their
• 18:23mentor on them,
• 18:25are are usually things that
• 18:26committees sometimes look for.
• 18:29Just a couple quick slides,
• 18:30a little bit more,
• 18:32focused on kind of career
• 18:34development tools and resources.
• 18:37So I put three things
• 18:38in the middle, which I'll
• 18:39I'll just briefly kind of
• 18:40go through in a minute.
• 18:41But we really recommend that
• 18:42people,
• 18:43really within their first year
• 18:45of being here,
• 18:46start to develop a vision
• 18:47of themselves of of how
• 18:49they want to be,
• 18:51in academic medicine in terms
• 18:53of the their area of
• 18:54expertise. Some of those themes
• 18:55that I mentioned before, kind
• 18:56of how are you going
• 18:58to become known as an
• 18:59expert,
• 19:01you know, how specialized does
• 19:02that need to be for
• 19:03you to sort of be
• 19:04able to stand out as
• 19:06as someone who's sort of
• 19:07different from other people here.
• 19:09So we really spend that
• 19:10first year kind of developing
• 19:12a vision and developing a
• 19:13plan for
• 19:14different types of activities to
• 19:16be engaged in that's going
• 19:17to support that vision.
• 19:18And then we really recommend
• 19:20that on an annual basis,
• 19:21you're kind of continually evaluating
• 19:24that,
• 19:24that you seek counsel,
• 19:27from other people in your
• 19:28faculty, departmental leaders,
• 19:30periodically assess that, you know,
• 19:32take a look at how
• 19:33you're spending your your time
• 19:34and your effort,
• 19:36and make adjustments.
• 19:38The four things in the
• 19:39middle of the circle are
• 19:40really meant to be tools
• 19:41for that purpose. So you've
• 19:43heard, I think, several times
• 19:44today, the this these the
• 19:46c b one and the
• 19:47c b two, and you'll
• 19:48you'll hear more of that,
• 19:50you know, in your first
• 19:51year here. These are really
• 19:52two
• 19:53foundational documents for the reappointment
• 19:55and promotion process.
• 19:57The c v one is
• 19:58essentially a Yale formatted version
• 20:00of your professional CV or
• 20:01resume. It's got different categories,
• 20:03and it's essentially lists of
• 20:05things.
• 20:06The CV two is more
• 20:07of a blend of narratives
• 20:09and data that are gonna
• 20:11be supporting what's what's on
• 20:12there.
• 20:14And then the FDAC is
• 20:15the faculty development annual questionnaire.
• 20:17I'll get to that one
• 20:18in a minute and then
• 20:19and then mentorship. And these
• 20:20are really all meant to
• 20:21be tools that you're
• 20:23you're you're completing, developing, following
• 20:25up on, you know, each
• 20:27year as you're
• 20:28kind of making some adjustments
• 20:30over time.
• 20:32So CV1, CV2, I I
• 20:34sort of mentioned this. CV1
• 20:35focuses a bit more on
• 20:37activities
• 20:38that are, for which you
• 20:40may be recognized outside of
• 20:41Yale. CV2 is a little
• 20:42bit more about kind of
• 20:43what are you doing here
• 20:44at Yale in terms of
• 20:46clinical teaching and scholarly work.
• 20:49And we are we really
• 20:51do recommend that people don't
• 20:53wait until they get to
• 20:54the point of a reappointment
• 20:56review to complete these.
• 20:58One of the the good
• 20:59things about the the FDAC,
• 21:01the faculty development annual questionnaire,
• 21:04is that,
• 21:05people are asked to either
• 21:07complete sections on there that
• 21:09look very much like
• 21:10the CV and the CV
• 21:12two, or you can upload
• 21:13those on there. So it
• 21:14really is meant to encourage
• 21:16people to,
• 21:17to complete these.
• 21:19Doctor Keith Cho and, Nick
• 21:21Licht in the office of
• 21:22physician
• 21:23scientists. And scientists developed,
• 21:26developed this tool about three
• 21:28years ago,
• 21:29and it got piloted, and
• 21:31it is not, it's one
• 21:32of the kind of few
• 21:33processes
• 21:34that is a school requirement
• 21:36of departments to do, and
• 21:38it's been extended to research
• 21:40rank faculty this past past
• 21:42year. So all ladder faculty,
• 21:43all research rank faculty
• 21:46are expected to complete this
• 21:47document every year. It's online
• 21:50through Redcap
• 21:51That gets submitted into
• 21:53into your department leaders, and
• 21:55then you meet with the
• 21:56department leader. The smaller departments,
• 21:58that tends to be your
• 21:59chair. The bigger departments, it'll
• 22:01be a section chief or
• 22:02maybe some other kind of
• 22:03vice chair within your department.
• 22:05And and it's really meant
• 22:07to be a career
• 22:08development
• 22:09conversation
• 22:10about different areas,
• 22:11for,
• 22:12kind of growth opportunities for
• 22:14you.
• 22:16And and one of the
• 22:17things that I think is
• 22:19really valuable about the FDAC
• 22:20is it's it's meant
• 22:22to,
• 22:23kind of be a kind
• 22:24of prompt or a check
• 22:26to see if you've got
• 22:27the mentoring,
• 22:29kind of relationships in place
• 22:31that are so important to
• 22:32academic success.
• 22:34I think most people who
• 22:35are here who have been
• 22:36successful and made it through
• 22:38the ranks would would view
• 22:40the mentoring they've received as
• 22:41being essential
• 22:42to their success here.
• 22:44And there's a pretty robust,
• 22:46literature that that suggests that
• 22:49a complete absence of mentoring
• 22:51is a is a a
• 22:53pretty strong predictor of poor
• 22:55retention,
• 22:56not just in academia, but
• 22:58in all kinds of business.
• 22:59So it's really important that,
• 23:02we develop these relationships.
• 23:04And, you know, this is
• 23:05a complex and at times
• 23:07pretty challenging place to work
• 23:09and
• 23:10to to try to do
• 23:11that and think you can
• 23:12do that kind of on
• 23:13your own with a lot
• 23:14of input from other people,
• 23:16we don't we don't advise.
• 23:17So work with your chairs
• 23:19or section chiefs or somebody
• 23:21else's involved with FDAC,
• 23:23to kind of help,
• 23:24identify,
• 23:26who might be able to
• 23:27serve in this role. And
• 23:28we're not talking about an
• 23:29overly intensive relationship. It's not
• 23:31like a once a month
• 23:33relationship, but some of you
• 23:33are just gonna meet with
• 23:34a couple times a year
• 23:36to kind of talk about
• 23:37career progress,
• 23:39and kind of what you're
• 23:40wanting to do.
• 23:42And, you know, have conversations
• 23:43that are, like, related to
• 23:45this, a little bit more
• 23:46open ended than
• 23:48just the logistics of what
• 23:49do I need to do
• 23:50to get promoted.
• 23:52But how are you doing
• 23:53kind of balancing the priorities?
• 23:56We really want you to
• 23:57stay here for a long
• 23:58time
• 23:59and,
• 24:00and balancing priorities is a
• 24:02real key to being able
• 24:03to
• 24:04to do that and stay
• 24:05happy with what you're doing.
• 24:07So these will never be
• 24:09in perfect balance. So just
• 24:11to be really realistic about
• 24:12these things, you know, an
• 24:14academic career I would say
• 24:15involves sort of a constant
• 24:18kind of struggle readjustment
• 24:20of of where you are
• 24:22in this and how imbalanced
• 24:25is okay.
• 24:27I think for a lot
• 24:27of so we don't talk
• 24:29about sort of work life
• 24:30balance. We sort of talk
• 24:31about work life satisfaction and
• 24:33our our things going well
• 24:35in work and things going
• 24:36well in family.
• 24:37You know, likewise with individual
• 24:39achievements versus team success,
• 24:42volume versus quantity, a big
• 24:44one is is sort of
• 24:45what are you getting paid
• 24:46to do? What are you
• 24:47being supported in terms of
• 24:48activities
• 24:49Versus what's your where's your
• 24:50real passion? What are your
• 24:51desires? And if you don't
• 24:53have enough
• 24:54of that
• 24:55in your work, you know,
• 24:57are there opportunities to have
• 24:58conversations with mentors or section
• 25:00chiefs or chairs around building
• 25:02more of that in, so
• 25:03that you feel like this
• 25:04is a place that's going
• 25:05to meet your professional needs.
• 25:08Balancing clinic particularly if you're
• 25:10on the clinical intensive tracks,
• 25:12balancing clinical work with teaching
• 25:14and scholarship is is a,
• 25:16is kind of an ongoing
• 25:18struggle I think for many
• 25:19people and sort of and
• 25:20also the balancing of how
• 25:22well known you're here versus
• 25:24how well known you need
• 25:25to become
• 25:26outside of here is is
• 25:27also that.
• 25:29We are here to help,
• 25:30and your department is really
• 25:32kind of a first place
• 25:34stop for you to look.
• 25:35I sort of suggest to
• 25:36people first look on our
• 25:37website,
• 25:38you know, then sort of
• 25:39talk to people in your
• 25:40department. Our website will list
• 25:42the coordinators,
• 25:43that are in your department
• 25:44that you can help help
• 25:45with this.
• 25:46All departments have a faculty
• 25:48development plan,
• 25:50and with FDAC there should
• 25:51be opportunities for you to
• 25:52discuss,
• 25:54who your mentors are and
• 25:55if that's working well or
• 25:57needs to be changed.
• 25:58Faculty handbook is a great
• 26:00reference, it's like two hundred
• 26:02pages long, so no one
• 26:03reads the whole faculty handbook,
• 26:06you know, other than people
• 26:08like me.
• 26:09But there's a medical there's
• 26:10a a medical school section
• 26:12in that because all of
• 26:13the schools have their own
• 26:14sections that and I think
• 26:15it's really important to do
• 26:16that. And as I mentioned,
• 26:18Jonathan and the communications folks
• 26:20have done a great job
• 26:21with our with our website.
• 26:25So before we kind of,
• 26:27break off into our break
• 26:28up rooms, just a little
• 26:29bit about that.
• 26:31Before we broke for lunch,
• 26:32I just, mentioned a few
• 26:33of our great OAPD staff
• 26:35that's made this possible. I
• 26:37just wanted to mention a
• 26:38couple other people who really
• 26:39have sort of worked behind
• 26:41the scenes,
• 26:42coordinating
• 26:43all of these things. So,
• 26:45Victoria Manders and and Peggy
• 26:47Atherlay have been
• 26:48really critical in in putting
• 26:50all of the pieces of
• 26:51the day together.
• 26:53And then the the one
• 26:54other person I I would
• 26:55like to thank,
• 26:56is doctor Linda Bockenstedt, who's
• 26:59in the back, who's gonna
• 26:59be lead be leading one
• 27:01of our breakout sessions.
• 27:02On July,
• 27:03first,
• 27:06July first was a big
• 27:07a big day. Linda Bockenstedt
• 27:09stepped out of her deputy
• 27:10dean role, and we have
• 27:11a new president at Yale
• 27:13University. So on July first,
• 27:15Linda turned the reins over
• 27:16to me as deputy dean
• 27:17for,
• 27:18academic affairs after many years,
• 27:21leading, the office,
• 27:23completing major initiatives related to
• 27:26improving faculty life cycle,
• 27:28Very involved in a lot
• 27:29of definitions
• 27:30and creations of tracks.
• 27:33And
• 27:34she's done this guiding faculty
• 27:36and faculty leaders with,
• 27:39just skill, patience,
• 27:41dedication, and style. So Linda's
• 27:44staying here. She's continuing to
• 27:45be the Harold W. Jockers
• 27:47Professor of Medicine, and is
• 27:48an active clinician, and educator,
• 27:50and researcher, and has really
• 27:52been invaluable to me,
• 27:54over the over the years.
• 27:56Not not just since,
• 27:57trying to take on, step
• 27:59into her big shoes.
• 28:01I don't know if any
• 28:01of you
• 28:02watched,
• 28:03the Olympics,
• 28:04particularly the the relays with
• 28:06the men and women, and
• 28:08and you saw what a
• 28:09diff I mean, speed's great,
• 28:10but if you fumble the
• 28:12hand off of the baton,
• 28:14you know, a team just
• 28:15tanks. Right? And, you can
• 28:17be as fast as you
• 28:18you can. But so there's
• 28:20a lot of sprinting involved
• 28:21in in this job, but
• 28:22Linda,
• 28:23just was so graceful in
• 28:25handing over the baton to
• 28:26me, and I'm and I'm
• 28:27grateful for that.
• 28:29In addition, she did a
• 28:30lot of behind the scenes
• 28:31work, with today's orientation,
• 28:34with staff,
• 28:35And she's also graciously agreed
• 28:37to lead one of our
• 28:38breakout discussion groups for research
• 28:40ranks. And that seemed really
• 28:41important to do because,
• 28:43among the many kind of
• 28:44important projects she finished within
• 28:46the last year was an
• 28:47intensive analysis
• 28:49and recommendations
• 28:51related to career development for
• 28:52the research ranks.
• 28:55So,
• 28:56the research rank faculty will
• 28:58be going with her, I
• 29:00think, into the
• 29:01the lounge room.
• 29:03The academic clinician and clinician
• 29:05educators scholar tracks will stay
• 29:07here
• 29:08with, with Jonathan Grauer
• 29:10and I and then the,
• 29:12research intensive tracks, traditional
• 29:15investigator
• 29:16and clinician scientists, I believe
• 29:18are moved to the
• 29:20second store lobby where we're
• 29:21gonna have our reception afterwards.
• 29:23Right? No. One floor up
• 29:24from there. Oh, one floor
• 29:25up from there. Okay. So
• 29:27second floor.
• 29:28Okay. Go to the second
• 29:29floor. And you'll be with
• 29:31okay.
• 29:32And you'll be with,
• 29:36Brian and Tony who who
• 29:37who the deputy chairs this
• 29:39morning who presented,
• 29:41on the on the research
• 29:42mission and they'll be joined
• 29:44by doctor Keith Choate, who's
• 29:45the associate dean for physician
• 29:47scientist and scientist development and
• 29:49one of the leaders of
• 29:50of FDAC.
• 29:52So you'll,
• 29:53that group will go and
• 29:54meet with them. So,
• 29:56I look forward to seeing
• 29:57everybody in the reception afterwards,
• 30:01that, you know, starts at
• 30:02three thirty or whenever you
• 30:03get out from your breakout
• 30:05sessions.
• 30:06Thanks.