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

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

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

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)

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

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

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

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”

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

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

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:

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

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 1 st NIH R01 grant is 42

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

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

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

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

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”

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

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:

FOCUS!

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

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

Questions?

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