Career Series: CE Strategies

The Career Series: Strategies for Success on the CE Track

The PSOM COAP | The Office of academic affairs | The Anna T. Meadows Society

Clinician Educators At-a-Glance

RESEARCH

CEs have a scholarly and educational focus in the context of clinical work, which is broadly defined as clinical practice, clinical administration, and roles that impact clinical programs (biostatisticians, epidemiologists, informaticians, bioethicists).

EDUCATION

CLINICAL

ALL CLINICIAN EDUCATORS SUPPORT THE EDUCATION, CLINICAL AND RESEARCH SCHOOL MISSIONS

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

CE TRACK Principles

“CEs should drive their clinical, educational, and scholarly efforts to develop a cohesive career path.” - Lisa Bellini, MD,

Professor of Medicine, Senior Vice Dean of Academic Affairs

CEs contribute broadly to the education mission

CEs conduct independent research and/or collaborative research

CEs are not required by PSOM to have extramural funding for advancement but many do

CEs have terminal degrees in their fields

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Clinician Specialist

Clinical Psychologist

Education Specialist

Administrative Directors

Specialized Expertise

Investigators

Clinician Educator Example Pathways

Majority of effort allocated to clinical practice

PhD faculty who provide direct patient care

Majority of effort allocated to teaching learners, overseeing educational programs, contributing to med ed scholarship

PhD or MD faculty who support the clinical mission through a specialty expertise (eg, biostats)

Clinicians who receive external funding for investigative efforts

Majority of effort allocated to directing a clinical program, service, or lab

Clinician Educator Careers

“There are very definite roles and responsibilities in research and education on the CE track, but in terms of clinical work, that could vary from supporting the clinical mission -via for example biostats and epi, and not seeing patients -to being 80% clinical, and that allocation determines the nature and degree to which CEs pursue research and education activities.”

Erica Thaler, MD

Co-Chair of PSOM COAP

Professor of Otorhinolaryngology

at the Hospital of the University of Pennsylvania

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Example Milestones

first reappointment cycle as Assistant Professor

End of Year 3

Appointment

Research

Invited Talks

Citizenship

Education

Reappoint #1

No Professionalism Issues

2-3 local or regional (non-Penn community)

-experiment with different types of teaching to find your strengths

Join professional societies and review for journals

-develop research focus

-work with mentors to set goals

- consider applying for funding

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Example Milestones

second reappointment cycle as Assistant Professor

End of Year 6

Reappoint #1

Research

Invited Talks

Citizenship

Publications

Reappoint #2

2-3 regional or national

Pursue leadership opportunities in national societies

Maintain collaborative funding and pursue Independent research funding

Work with your mentors to set goals

No Professionalism Issues

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Advisory Letters

from PSOM COAP to department chair after a reappointment review

Education

Invited Talks

Citizenship

Publications

"Advisory letters are intended to be helpful guidance for the faculty member, mentors, and the Department Chair."

-Roderic Eckenhoff, MD, Co-Chair of PSOM COAP

Quality of teaching

Concern about lack of or too few talks

Build national/inter reputation with leadership roles in societies and study sections and editorial roles

Concern about lack of or too few publications or type of publications

Combination of Reasons

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

COAP Guidelines

Institutional Citizenship and Professionalism

Demonstration of honesty and Integrity

Evidence of growth toward personal betterment

Encouragement of Inquiry

Acceptance of diverse viewpoints

Chair's attestation

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Holistic Review of Impact

A holistic approach enables reviewers to evaluate against metrics with consideration to the candidate's individual contributions.

The COAP Dossier is designed to offer opportunities for promotion candidates to provide a holistic presentation of their impact.

Evidence of continuous scholarly productivity

Research consistent with PSOM’s mission with an upward trajectory of impact over time

Contributions to the development of innovative approaches to diagnosis, treatment or prevention of disease, technology applications, and new models of care

Community engagement is considered when it is aligned with the candidate’s academic work

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Clinical Impact

Awards and leadership roles related to clinical expertise

Expertise

Recognition

Invitations to share expertise through talks, chapters, clinical reviews

Service on committees in area of clinical expertise

Regional, national and international patient referrals

Clinical Advancement

Applications of tech and/or models of delivery that improve care

Engagement/collaboration in clinical trials

Continue to develop innovations in diagnosis, treatment or prevention of disease

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Impact Examples

Awards
Development of educational products
Direct teaching (lectures, ...)
Evaluations
Innovation in methods or application of methods
Invited lectures
Involvement in local mentoring programs (IDE outreach)
Leadership roles/substantive participation in programs or committees
Participation in CME, research, and interprofessional meetings
Successful mentorship record

Education Impact

High-quality engagement in educational activities

Interactions with learners that vet meaningful and tangible outcomes

Alignment with the university and PSOM educational mission

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Impact Examples

Academic awards
Authorship
Citations of work
Contribution to work
Editorial leadership roles
External lectures and invited talks
Grant funding
Identifiable contributions to team science
Participation in study sections, organizing committees, etc.
Patents and commercialization aligned with primary research program
Peer reviewed research papers

Scholarly Impact

Evidence of continuous scholarly productivity

Totality of the impact of a candidate’s body of work

Demonstration of impact requires evidence of successful translation of new knowledge into new approaches, techniques, devises, programs etc

University of Pennsylvania | Perelman School of Medicine | Office of Academic Affairs

Extramural Consultant Reviews - Principles

Objectivity

ECs are asked to provide a review, not a recommendation.

Integrity

The Provost must approve the nominated EC list for each candidate.

Authenticity

ECs provide an unbiased and impartial assessment of reputation.

Confidentiality

The candidate should not know the final list of proposed ECs. Neither the candidate nor their department should know results of solicitation -who did/did not respond, response contents.

Anonymity

Contact between the candidate and the ECs is prohibited.

Equity

All candidates are asked to provide the same documents for the EC reference packet.

Flexibility

During the list justification process, clarifications about choices can be made. For example, if a proposed EC Is not from a recognized peer institution, rationale can be provided.

Consistency

The EC process is regulated by policy that reflects each of these principles

ECs receive: CV in the PSOM format, Grants Pages, Personal Statement, Selected reprints (3-4 max)