Advancing to Professor for
Clinicians and Educators
May 12, 2014
Judy Westman, MD
Anil Agarwal, MD
A Center for FAME Presentation
Objectives
At the conclusion of the session, the attendee will be
able to:
• Identify the benchmarks for advancement to
Professor-Clinical in each of the three clinical
pathways
• Identify personal areas of national reputation and
influence to improve upon
• Initiate a plan to improve documentation of
personal accomplishments
• Recognize one or more individuals who is or will
serve in the role of a mentor
What role do you currently have in OSU COM?
Administrative staff
Assistant Prof
Assistant Prof – Clinical
Associate Prof
Associate Prof – Clinical
Professor
Professor – Clinical
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B.
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Clinical Pathways
• Clinician-Educator
– Pedagogic excellence as measured by teaching
evaluations and innovative teaching practices,
modules and publications
• Clinician-Scholar
– Excellence in translational science, clinical
research and health services (e.g., health care
policy and comparative effectiveness research) as
measured by publications and grant funding,
respectively
Clinical Pathways
• Clinical Excellence
– Exemplary clinical care, unique areas of emphasis
in patient management, or outstanding service to
a Department, the College of Medicine, and
OSU (90% or more of their effort devoted to
patient care or administrative service)
• Hybrid approaches?
Which clinical pathway is closest to your
personal interests?
Clinician-Educator
Clinician-Scholar
Clinical Excellence
Hybrid
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A.
B.
C.
D.
College Expectations for Professors
• International Level of Recognition and Impact
– Editorships
– Membership on grant review panels
– Invitations to author and lecture
– Leadership in national organizations
– Invitations to consult or advise
College Expectations for Professors
• Trajectory
– Increasing level of responsibility or leadership
– Likelihood of future success
• Independence
– Collaboration expected for clinical track faculty in
the majority of situations
Initial Steps To Gaining National Reputation
• Become visible in your organization
• Improve communication
• Ask right questions of the leadership and be ready to
speak out your point of view in a clear way
• Develop strong and diverse professional relationships
• Collaborate- at multiple levels within and outside the
university
• Find mentor/s as well as a sponsor/s
• Most importantly: Develop a plan and follow it
College vs Department (TIU)
• The College has established criteria for promotion
and tenure: teaching, research/scholarship, program
development, and service.
• Department provides
– a definition of what the criteria in each of those
four areas includes
– how the evidence for each of the criteria will be
documented and assessed
– the evidence necessary to demonstrate how each
of the criteria can be met
Have you looked at your department’s AP&T
document for promotion criteria?
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A. Yes
B. No
C. I don’t know where to
find it
Departmental Comparison
Requirements to be met since last promotion
Internal Med
Anesthesia
Emerg Med
Neurology
ClinicianEducator
>15 pubs,
reviews,
teaching
modules
30 total with
10 since last
>16 pubs
>15 pubs
ClinicianScholar
>15 peerreviewed pubs;
site PI or co-I
30 total with
12 since last;
journal quality
>30 with 15
since last;
mean IF of 3
25-40 total x
mean IF; >15
since last
Clinical
Excellence
Nat’l impact on
practice; Nat’l
program
related to
practice
>75th% RVU;
Best Doctor;
clinical
innovation
adopted
outside
None
Best Doctors,
national
referrals
Which clinical pathway best fits your
personal metrics?
Clinician-Educator
Clinician-Scholar
Clinical Excellence
Hybrid
lle
Cl
in
ic a
lE
xc
e
-S
ch
ic i
an
Cl
in
Hy
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id
r
ol
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e
25% 25% 25% 25%
Cl
in
A.
B.
C.
D.
Departmental requirements
• http://oaa.osu.edu/governance.html
• Website contains each department’s documents
Example 1: Biographical narrative
• My scholarship of practice is grounded in our tripart mission—
excellence in patient care, teaching, and research: with excellence
in patient care being the crucial element for the success of our
other two missions. I have excelled in all three missions with
having obtained successful clear-cut metrics for teaching (College
of Medicine Professor of the Year 2002, Bertha Bouroncle
Teaching Award, and Internal Medicine Clerkship Teaching Award)
as well as multiple years of regional and national recognition for
exceptional patient care (America's Best Doctors, America's Top
Physicians U.S News and World Report). Research in The James is a
major focus. I actively participate in numerous clinical trials.
Administratively, our quality program has done multiple clinical
trial projects that have improved access, efficiency,
documentation, and quality and patient safety of patients on
clinical trials.
Example 1: Continued….
• Early in my academic career my focus was on the individual
patient. It now revolves around the system and process
improvements that help provide the best care for all of our
patients. Through my leadership and administrative
responsibilities I have made numerous and major scholarship
of practice contributions as it relates to: curriculum
development, practice guidelines, standard operating
procedures, improved transparency, professionalism,
improved Quality and Patient Safety as well as increased
efficiencies, resource utilization, and profitability to The James
as well as Wexner Medical Center.
Example 2: Biographical narrative
• After coming to Ohio State in 1988, I have made education a
priority. In 2008-2009, I completed the Ohio State Faculty
Teachers Scholars Program, an 18 month longitudinal program
to help improve skills in teaching and scholarship. In 2009, I
completed the Harvard Macy Program for Educators in the
Health Professions in Boston. The major objective of this
faculty development session was to develop the strategies
and skills required to lead organizational change and drive
innovation. After completing the course, I was offered the
position of Assistant Dean for Clinical Sciences at Ohio State.
In 2011, I was accepted into the MHPE (Masters of Health
Professions Education) program at the University of Illinois at
Chicago, arguably the most competitive program granting an
advanced degree in medical education. The program takes, on
average, 3-5 years to complete.
Example 3: Dossier items
•
•
•
•
•
•
•
12 Chapters in edited books, 2 since promotion
1 edited book (in press)
1 multimedia/website development
31 journal articles, 5 since promotion
8 clinical trials, current
6 national/international talks in last 5 years
1 editorship
Summary
• Familiarize yourself with your advancement pathway
and required benchmarks set by your department
• Plan key activities systematically to achieve those
benchmarks
• Document your accomplishments frequently
• Employ more than one strategy to achieve
national/international reputation
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