12-252 gwims watch spring 2013 - aamc · gwims watch • spring 2013 association of american...

GWIMSWatch • Spring 2013

1


In this issue:

2 Emotional Intelligence and Career Advancement

3 The Transition from Chair to Retirement: One Woman’s Story

5 Transitioning into Retirement: Key Issues for the Physician and Scientist

6 Advancing to Leadership

6 Facilitated Peer Mentoring: An Opportunity to Assist Women Seeking Career Advancement

7 Preparing for Opportunity

8 The Educator Development Program (EDP): A Multifaceted Program Tailored to all Educator Needs (2012 GWIMS Best Poster Winner)

10 Intra- and Inter-institutional Collaboration to Advance Leadership Training and Opportunities for Women at the Case Western Reserve

University School of Medicine

11 Wake Forest School of Medicine’s Answer to Women’s Career Development Needs

12 Bridging the Career Development Gap for Female Physician Scientist Trainees

13 Campus-Based Intensive Faculty Development Program

14 Setting the Stage for Career Success

16 Inspirations

GWIMSWatch

Group on Women in Medicine and ScienceGWIMS

Association of American Medical Colleges

In this issue of GWIMSWatch, the authors provide unique observations on navigating the career continuum. Important topics to sustain success include employing emotional intelligence, knowing and managing oneself, preparing, planning, mentoring, negotiating, transitioning, and valuing. We are familiar with excellent programs in academic medicine that focus on the professional and personal demands of faculty in their early careers. Perhaps it is

because I am a member of the baby boomer generation that I found the discussion of late career transition and retirement new and provocative. Learning to convert perceived loss into gain, as described by Dr. Marianne E. Felice, is a skill that can be learned and applied in various situations.

Thank you to the contributors who provided their valuable insight, and enjoy the issue!

Sincerely,

Rebecca Rainer Pauly, M.D., FACP Chair, AAMC Group on Women in Medicine and Science Associate Vice President, Health Affairs, Equity & Diversity; Vice Chair, Department of Medicine, Medical Student Education, Professor of Medicine, University of Florida College of Medicine

Spring 2013 Issue

Resources

Meet the Steering Committee

Look at Career Connect

Join our Listserve

Email [email protected]

Learn about GWIMS

Edited by the GWIMS Communications SubcommitteeAngela Sharkey, M.D. ChairEmily AbdolerAmy Ellwood, M.S.W. LCSWDiane Jarrett, Ed.D.Marjorie Jenkins, M.D.Darshana Shah, Ph.D.Tiffany Moore Simas, M.D., M.P.H., M.Ed.

https://www.aamc.org/members/gwims/about/53520/gwims_steering_committee_members.html

https://www.aamc.org/members/gwims/about/53520/gwims_steering_committee_members.html

https://www.aamc.org/services/careerconnect/

https://www.aamc.org/members/gwims/152546/gwims_list_serve.html

mailto:[email protected]

https://www.aamc.org/members/gwims/


Association of American Medical Colleges Group on Women and Medicine in Science 2


Emotional Intelligence and Career Advancement

By Robert Pasick, Ph.D., Organizational Psychologist and Executive Coach, Faculty Affiliate, William Davidson Institute, University of Michigan; Visiting Professor, School of Education, Eastern Michigan University Email: [email protected].

Even more than intellectual intelligence or

technical skills, emotional intelligence is the best

predictor of long-term success in the workplace.

Dimensions of emotional intelligence are whether

you are aware of your own feelings, sensitive

to the emotions of others, and able to manage

emotions of a group. Research has shown

that emotional intelligence is the key factor in

the ability of individuals to get along well in

relationships.

Many leaders tend to be competitive, hard-driving

people. They’ve got high IQs, but sometimes

their emotional intelligence lags far behind. They

tend to be folks who fly off the handle in an

instant and make no attempt to reign themselves

in. They believe intimidation is the best way to

manage people and may be unaware of the

deleterious impact of their behavior on others.

A few years ago, I coached a physician who had

been one of the most successful at her institution.

She’d been promoted and was poised to move

up to the next level. But as I worked with her, I

quickly saw that she lacked the ability to connect

well with others. She always put on a happy

face, but was not attuned to the subtleties of

her own emotional life and was unable to read

the emotions of others. She had no sense of

the impact of her words on others, such as

“over-teasing” to the point where it became

offensive and could be considered bullying.

Managing her own emotions was difficult. She

could fly off the handle in an instant and would

make no attempt to rein herself in. In fact,

she thought yelling at people was the way to

motivate them. Instead, she just made everyone

fear and avoid her.

She displayed an inability to manage the

emotions of the group. Much of the work

of leaders involves managing a team or a

meeting. It’s almost like being an orchestra

conductor—sensing how the group is feeling,

listening without interrupting, and recognizing

who hasn’t been participating. Drawing people

out is a delicate art. My client could manage

these situations at times, but then she’d have a

major blow-up and publicly humiliate someone.

To help her improve her emotional intelligence, I

gave her the following suggestions:

•Keepamoodlog.Writedownhowyouare

feeling several times a day. Look back at the

end of the week to assess how tuned-in you

were to your own emotions.

•Avoidshamingothers.Itcanbehighly

destructive.

•Atworkorathome,makeapointof

empathizing with others. Put yourself in that

person’s shoes.

•Ifyou’rehavingadispute,lookatitfromthe

other person’s viewpoint. Try writing out a

narrative of the disagreement from the other

standpoint.

http://www.aamc.org

https://www.aamc.org/members/gwims/




Understanding Your Emotional Intelligence (EI) and Learning to Cope with Someone with Low EI

Increase self-awareness, enhance

self-management, enhance empathy, and mange

relations. Realize it is not always about you. If

you work with a person with low EI, set limits

by letting them know you refuse to be treated

disrespectfully. Refuse to counter attack and

be consistent in refusing to respond to abusive

behavior. If the behavior persists, seek out help

from someone in the organization or from an

executive coach.

To learn more, visit:

http://www.youtube.com/watch?v=4Qfx_aFLfhw

www.robertpasick.com

Email: [email protected]

References: Goleman, Daniel. Emotional Intelligence. 10th Anniversary Ed., New York City: Bantam Dell, 2006.

The Transition from Chair to Retirement: One Woman’s Story

By Marianne E. Felice, M.D., Professor of Pediatrics and Obstetrics & Gynecology, Former Chair, Department of Pediatrics, University of Massachusetts Medical School

In 2009, I was

asked to speak at a

leadership seminar at a national pediatric meeting

on the topic, “Will the Baby Boomers Retire Early

or Will They Stay Forever?” The implication of

the title was that the baby boomer generation

was going to clog the pipeline for future

generations to assume positions of authority.

After researching the literature, I came to the

inescapable conclusion that, indeed, we baby

boomers want to stay in positions of power as

long as we can. After all, we like working; we like

being in charge, and we are generally healthier

than our parents were at retirement age, thus

allowing us to stay longer. Furthermore, the

economy has not been kind to our retirement

funds.

Preparing the presentation made me think about

my own retirement. It also made me think about

the many younger women (and men) whom I

had mentored over the years and encouraged

to assume administrative roles. Would there be

no place for them to test their leadership skills?

It was at that moment that I decided to start

planning my resignation as chair of pediatrics,

having held the position since 1998. I wasn’t

sure when to retire as chair, but I knew that I

wanted to make the transition from chair to

retiree with competence, compassion, and grace.

I had observed others retire from high-level

positions in several institutions in ways that I did

not want to emulate. For example, one individual

waited too long to step down and became

completely ineffective as a leader. Another

individual squandered recruitment funds on poor

recruitment choices and then stepped down as

chair, leaving the department in dire financial

straits. A third individual was so busy preparing

for his post-retirement lifestyle that he was gone

for most of his last year.

https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=6BFDFBCB-D8B4-4259-9697-A2D8C0D6F4A3




There were several tasks I wanted to accomplish

before I stepped down as chair: confirm that

promises made to faculty were kept, ensure that

the department was financially secure and stable

in terms of leaders and division chiefs, complete

a few important recruits so that existing faculty

did not have more clinical burden, and develop

a plan for post-retirement life. As I pondered

these issues, I realized that I would need three

years before I could retire and therefore chose

September 1, 2012 as my target retirement date.

From 2009-2010, only my husband and our

financial advisor knew about my plans. I first

assessed the department’s needs. I knew that

a few senior faculty members were considering

stepping down from important roles (e.g., the

residency director), and I negotiated the timing

of these events so that there were minimal

leadership gaps in the department at any one

time. I completed a few key recruitments since

I knew that it is always difficult to recruit new

faculty members during times of transition.

In 2010-2011, I privately informed the dean, the

CEO, and the department administrator about

my plans to retire. The dean asked me to prepare

a 13-year report on the department, and he

arranged an external review, both of which would

be available for the next chair. In addition, the

administrator and I worked on the department’s

finances.

In 2011-2012, I submitted a formal letter of

resignation. This enabled the dean to publically

announce that I was stepping down as chair

and appoint a search committee to identify

my replacement. I prepared an outline of my

post-retirement plans and asked for the dean’s

approval. Specifically, I wanted to stay on the

faculty part-time to continue my research,

teaching, and mentoring activities. I had partial

financial support on one federal contract and

planned on writing other grant proposals to

pursue the global health initiatives that I had

started during my chairmanship. I asked that

my office be moved off campus when I stepped

down so that I would not interfere with the new

chair in any way. I negotiated financial support

from the institution so that I would not be a

burden on the department.

I also realized that stepping down as chair would

be a big loss for me. I would lose power, prestige,

position, identity, and money. Because I do not

do well with loss, I decided to seek counseling

to help me cope with it. I interviewed three

different therapists explaining that I wanted to

deal with the loss of leaving a position that I

loved after 14 years. I did not want to deal with

all my other neurotic tendencies (at least not

then), just the loss. One counselor understood

my needs completely and worked with me for

a year. She helped me turn my thinking from a

“loss” to what I would gain (more time for other

activities, new challenges at work, etc.). Within a

few months, I found a peace that was calming. I

not only knew I had made the right decision, but

I could feel that it was right. My feelings of peace

and joy were obvious, I am told, and this helped

the department understand that this decision was

best for me and for them as well.

There are many ways to retire. This is one way

that worked for me.

The Transition from Chair to Retirement...continued




Transitioning into Retirement: Key Issues for the Physician and Scientist

By Charlene M. Dewey, M.D., M.Ed., FACP Co-Director, Center for Professional Health Director, Educator Development Program Chair, Faculty and Physician Wellness Committee Associate Professor of Medical Education & Administration Associate Professor of Medicine Center for Professional Health Vanderbilt University School of Medicine

Life is a journey; retirement is part of that journey.

Planning for retirement should be as important

as planning for your education and career. At

Vanderbilt University Medical Center in Nashville,

Tennessee, the faculty and physician wellness

committee created and implemented a half-day

retreat for faculty members age fifty-five and

older. The purpose of the program is to provide

faculty (physicians and scientists) with valuable

information on retirement issues and appropriate

steps in planning for retirement.

Planning for retirement early and staying

committed to the task will assure a smoother

transition into retirement. Consider three phases

of retirement:

• Pre-retirement(sixmonthsormorebefore

retirement)

• Retirement(sixmonthsbeforeandsix

months after retirement)

• Post-retirement(morethansixmonthsafter

retirement)

The retreat covered information on all three

phases with an emphasis on pre-retirement

planning. Faculty learned about topics such

as retirement savings/budgeting, health care

coverage plans, legal issues in retirement, family

and individual hobbies and activities, long-term

care options, and mental, physical, spiritual,

and emotional health during retirement. Each

participant (N=63) received an individual packet

of materials from their investment services,

the Social Security Administration, and the

Tennessee State Health Insurance Program.

Participants engaged in meaningful reflection

and discussion in small and large group activities

and completed individual retirement action plans.

Participants also received a 36-page retirement

manual that provided retirement information,

valuable community and Web-based resources,

a countdown to retirement checklist, a list of

published articles on issues around retirement for

academic faculty, and a step-by-step approach

to retirement planning. For the next year, partic-

ipants received monthly “retirement minutes”

focusing on a theme of the month. The retreat

and the materials were designed for academic

faculty members and supported by the faculty

and physician wellness committee–transition

subcommittee and the Center for Professional

Health. This program was very well received,

and many appreciative faculty members are

now better prepared to plan their transition

into retirement. Life is a journey; how are you

planning for yours?




Advancing to Leadership

By Shirley M. Neitch, M.D., FACPMaier Professor of Clinical ResearchChief, Section of General Internal Medicine/GeriatricsDepartment of Internal Medicine Joan C. Edwards School of Medicine Marshall University

At some point, continuous career advancement

in academic medicine will include a transition to

a leadership role. Just as we hear daily about the

hazards of transitions of care for our patients, we

should recognize that “transition of role” can be

fraught with difficulty as well. But there is good

news—many of the obstacles in transition to

leadership can be mitigated through awareness

and preparation.

Promotion in academic medicine has traditionally

depended upon excellence in patient care,

teaching, or research, with little attention paid

to leadership qualities. But in the academic

setting, opportunities abound to fill many roles—

committees need members, training programs

must have directors, sections need chiefs, and

an endless variety of initiatives need creative

directors. All of these positions involve increasing

opportunity and responsibility for leadership and

may serve as steps to upper-level administration,

if that is your goal.

How can a faculty member, especially a woman,

best position herself for these assignments?

• KnowYourself

o I would not trade my early experience of

three years in a solo practice situation for

anything, but I would never go back to

it either! Get yourself into the “place”

that suits you best and proceeding to

leadership will be much easier and more

satisfying.

• PreparetoDealwithAmbiguity

o As scientists, we rarely do this well, but it

is critical in leadership.

• LetYourMentor(s)LeadYou

o Step out of your professional comfort zone

as trusted mentors advise. Do that first

large group presentation, apply for that

first grant. As Ralph Waldo Emerson said,

“My chief want in life is someone who

shall make me do what I can.”

• BePatient

o A meteoric rise to the top may be followed

by a spectacular “crash and burn.”

Starting out by leading a smaller group or

project, even one that may seem trivial at

the time, will never be a wasted effort.

Facilitated Peer Mentoring: An Opportunity to Assist Women Seeking Career Advancement

By Julia A. Files, M.D., Assistant Professor of Medicine; Anita P. Mayer, M.D., Assistant Professor of Medicine, Mayo Clinic College of Medicine

Women in positions of leadership and advanced

academic rank in academic medicine continue

to lag behind their male counterparts. A number

of strategies to address this disparity have been

suggested, one of which is a different approach

to mentoring women.1 Traditional mentoring has

usually occurred with same gender dyads pairing

a junior faculty member with an older, more

seasoned colleague. Inherent to this model are

challenges that may create obstacles to success

for many women. Senior women faculty may




not be available to mentor junior women faculty,

while junior faculty are additionally challenged

to balance conflicting demands of professional

and personal life. These demands often interfere

with the availability of junior women faculty to

participate in early morning or late afternoon

meetings, off-campus activities, or travel—

venues often used by traditional mentoring

pairs to discuss projects and strengthen working

relationships. Mixed gender mentoring dyads

also may carry concerns for both parties related

to issues of misunderstanding and sexual

harassment thereby eroding some of the

effectiveness of the mentoring relationship.

Peer mentoring has been utilized as a means of

providing junior faculty with an opportunity to

collaborate on academic projects with others of

similar academic rank, same gender, and similar

life circumstances.2 The shared challenges of

these groups allows for a construct that can

move projects ahead, while respecting the time

constraints and conflicting agendas that the

group shares. Facilitated peer mentoring has

been an effective model that allows for amplifi-

cation of mentoring expertise by a senior faculty

member across a group of peers. This model

allows for the collegiality and support of the peer

group, while providing the needed expertise to

enhance skills for academic success and navigate

the academic challenges unique to the particular

institution. Although gender neutral in design,

peer- mentoring models may offer women

greater benefits than their male colleagues who

have had a historical advantage utilizing the

dyadic models. The group dynamic may also

address issues of isolation, intimidation, and lack

of support often alluded to in the literature as

obstacles to advancement encountered by junior

women faculty. Women also are more likely to

appreciate the potential and process of collabo-

ration, while their male colleagues focus more on

outcomes.3 Clearly, more work in this area needs

to be pursued, but institutions may find support

for a facilitated peer-mentoring model as they

address issues unique to women faculty who seek

to advance in academic medicine.

References:

1. MayerAP,FilesJA,KoMG,BlairJE.Academicadvancement of women in medicine: do socialized gender differences have a role in mentoring. Mayo Clin Proc. 2008;83(2):204-207.

2. FilesJA,BlairJE,MayerAP,KoMG.Facilitatedpeer mentorship: a pilot program for academic advancement of female medical faculty. Journal of Women’s Health. 2008;17(6):1009-1015.

3. CarrPL,PololiLM,KnightSP,ConradPP.Collaboration in academic medicine: reflections on gender and advancement. Academic Medicine. 2009;84(10):1447-1453.

Preparing for Opportunity

By Naomi L. Lacy, Ph.D., Associate Professor & Director of Assessment and Evaluation, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center

Not all career paths

are straight. It is an easy lesson to miss in our

collective rush to meet promotion criteria,

yet it is an excellent reason to pursue faculty

development and mentoring in a wide variety of

areas. When I started as an assistant professor, I

Facilitated Peer Mentoring...continued




had no idea that I would end up in an adminis-

trative position several years later. I expected

to be a primary investigator for the rest of my

career; however, my mentor, Helen McIlvain,

suggested I attend faculty development offerings

in education, leadership, and research. The faculty

development at my institution included a wide

variety of topics. I discovered that I like learning

how each of the sections of the university impacts

the others and how various parts fit together.

Helen also encouraged me to develop

relationships with other mentors as one person

may not have all the skills you need or want to

develop. Further, I found that my network of

mentors provided me with advice and growth in

areas I hadn’t thought I would need. Perhaps my

greatest growth came from peer mentors that

I met in faculty development programs. I found

that not only do I develop new skills, but the

process of participating in the group creates an

exponential growth pattern for me. The coffee/

peer mentoring sessions gave me a much broader

understanding of how other departments and

other universities function.

Today, I work in administration for the senior

associate dean for medical education. Until I

participated in a few deans’ meetings, I did not

have any appetite for administrative leadership.

I had accepted the descriptions from others that

administration was a lot of paper-pushing and

boring meetings. But going to meetings with

the deans provided a fascinating glimpse into a

world that I never really understood. Without

the broad array of faculty development training

and mentoring, I would have never done as

well as I have. Today, I am still pursuing faculty

development and mentoring in a broad range

of areas; I don’t know where I will end up, but

I know that continuing professional growth

activities will help me get there.

The Educator Development Program (EDP): A Multifaceted Program Tailored to all Educator Needs

The poster on this program received the 2012

GWIMS Best Poster Award presented at the

GWIMS/COD Poser Session and Reception at the

AAMC Annual Meeting.

Leora Horn, M.D.,

M.Sc., FRCPS, Assistant

Professor of Medicine,

Assistant Director,

Educator Development

Program, Clinical Director

of Thoracic Oncology,

Division of Hematology and Oncology, and

Charlene M. Dewey, M.D., M.Ed., FACP,

Co-Director, Center for Professional Health,

Director, Educator Development Program, Chair,

Faculty and Physician Wellness Committee,

Associate Professor of Medical Education &

Administration, Associate Professor of Medicine,

Vanderbilt University School of Medicine

Preparing for Opportunity...continued




“Faculty development in the 21st

century is the personal and professional

development of teachers, clinicians,

researchers, and administrators to meet

the goals, vision, and mission of the

institution in terms of its social and

moral responsibility to the communities

it serves.”1

Vanderbilt University Medical Center (VUMC) is

committed to medical education. The Educator

Development Program (EDP) operated through

the Office for Teaching and Learning in Medicine

(OTLM) is a faculty development initiative

intended to enhance the medical education

knowledge, attitude, and skills of all program

participants. Implemented in 2009, the EDP

welcomes faculty members (physicians, nurses,

and scientists), trainees (students, residents,

and fellows), and employees with an interest

in exploring key topics in medical education.

The goals of the EDP program are to enhance

educators’ teaching and leadership skills, promote

educational research and scholarship, and

improve mentoring and collaboration among

educators.

Within the EDP program, educators can enroll in

monthly, two-hour interactive hands-on training

workshops or participate in the blended, flipped

classroom of the residents as teachers and

leaders program (RATL™). They can self-learn

with online learning modules, request clinical or

classroom peer teaching reviews, be trained as

workshop facilitators, and request educational

research consultations. The EDP also offers

a-la-carte department-specific workshops and

career development. Over the first two years, 28

workshops were conducted by 33 different facili-

tators and educated more than 546 participants

(about 50 percent were women). Participants

represented all six disciplines and more than 30

different departments/divisions. A full program

evaluation revealed that participants, facilitators,

and those requesting peer reviews rated the

program highly. EDP facilitators were recognized

at the annual medical education research day

and received certificates of appreciation from

their chairs. Mentoring for educational research

and program development resulted in a scholarly

research project (comparing online learning

modules using either a teacher-centered or a

learner-centered format) and a national program

director’s educational training program—both

conducted by female faculty members. RATL

improved students’/residents’ pedagogical

knowledge, their teacher identity score, and

later was adopted into a fourth-year student

elective. In the context of a changing medical

environment, the EDP is a faculty development

program that spans across departments and

training levels. The program fosters educational

skills development, research, and mentoring.

Programs such as the EDP have the potential

to reach a significant number of individuals

within an institution in their quest to become

outstanding, up-to-date, nationally recognized

teachers and leaders in medical education.

1. McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today, and tomorrow. Med Teach. 2008;30:555-84.

The Educator Development Program...continued




Intra- and Inter-institutional Collaboration to Advance Leadership Training and Opportunities for Women at the Case Western Reserve University School of Medicine

By Sumita B. Khatri, M.D., M.S.; Reena Mehra, M.D., M.S.; Usha Stiefel, M.D.; Anne DeChant, M.S., M.B.A.; Susan Freimark; Luanne Paynick; Leslie Dickson; Kathie Beal; Lisa Mencini, C.P.A., M.B.A.; and Sana Loue, J.D., Ph.D., M.P.H., M.S.S.A.

The challenge of attaining appropriate represen-

tation of women in academic medicine leadership

positions is widely recognized, and institution-

specific solutions require significant collaboration.

Metrics on women faculty at Case Western

Reserve University (CWRU) School of Medicine

demonstrate under- representation of women

faculty at higher ranks, consistent with the

2011-2012 AAMC Women in Academic

Medicine: Statistics and Benchmarking Report.

Furthermore, faculty climate surveys revealed

challenges in workplace engagement, career

satisfaction, and mentorship, particularly among

junior and women faculty. Therefore, the school

of medicine administration committed to a

multifaceted approach utilizing expertise from

various groups and offices. The groups include:

CWRU’s Office of the Provost, which tracks

gender-based and ranking metrics; the Women’s

Center, which concentrates on early

(undergraduate STEM students) and late career

mentorship; and the Women Faculty of the

School of Medicine (WFSOM) organization, which

serves as a platform for women faculty

workshops, advocacy, and networking.

The first approach

is FLEX: a profes-

sional development

program for women.

Nearing the end

of its first year, FLEX is a customized program

designed to assist talented women faculty at the

medical school advance their careers and prepare

for leadership opportunities. Via a competitive

selection process, seven members from all

academic institutions within CWRU (MetroHealth

Medical Center County Hospital, Cleveland

VA Medical Center, University Hospitals, and

Cleveland Clinic) were represented in the first

cohort. Through a series of FLEX workshops and

coaching sessions, these women receive executive

leadership training to develop competencies

in communication, leadership, and executive

presence. Initial feedback is positive; participants

feel readied and empowered to reach their

professional goals.

Next, the office of vice dean for faculty

development and diversity was established. Our

newly appointed Vice Dean Dr. Sana Loue began

her tenure this past year. Her vision is to promote

a welcoming, energized, and collaborative climate

for diverse faculty, staff, and students. Outreach

and assessment through town hall meetings at

each clinical site, education through monthly

basic curricula (e.g., grant writing, promotion

and tenure), and implementation of policies

supportive of mentorship, diversity, and account-

ability have been established. Periodic evaluation

of outcomes is planned.

In collaborating with relevant groups with various

perspectives, CWRU School of Medicine has

initiated a comprehensive yet fluid approach

to promote women leaders. Building upon

this framework of development programs and




mentorship, CWRU plans to increase engagement

and academic productivity, while effecting

institutional change through diversity of faculty

backgrounds and leadership styles.

Relevant Web sites:

http://www.case.edu/provost/centerforwomen/

http://casemed.case.edu/wfsom/

http://casemed.case.edu/wfsom/FLEX/

Wake Forest School of Medicine’s Answer to Women’s Career Development Needs

By Diana L. Cornelison, Mentoring Program Manager, Wake Forest School of Medicine

Since 1997, the Wake Forest School of Medicine

(WFSM) Office of Women in Medicine and Science

(OWIMS), formerly known as Women’s Health

Center of Excellence for Leadership, Research, and

Education, has had at its core a robust tradition of

providing professional development for women

faculty. With the mission “to foster, facilitate, and

enhance the recruitment, retention, professional

development, and promotion of women faculty,

house staff, and students,” OWIMS continues to

empower women in academic medicine.

The longest running program in OWIMS

repertoire is the mentoring program for women

junior faculty, which addresses general career

development needs of women faculty at the

instructor and assistant professor level. Since

1999, 177 mentees have participated in this

formal program, and 117 women and men have

served as mentors at the associate professor

and professor level. Mentoring relationships are

tailored to mentees’ individual needs and are

maintained until they are promoted to associate

professor. The program also offers learning and

networking opportunities such as after-hours

journal clubs, workshops, hosted Webinars, and

socials.

In 2008, the Career Development for Women

Leaders (CDWL) program was created. A

leadership training program modeled after

national programs, CDWL targets women who

are currently in or aspire to leadership positions.

Initially open to fellows from within the Wake

Forest University schools, it now includes partic-

ipants from area colleges; 74 women have partic-

ipated to date. The program had 100 percent

retention until 2012, when two participants left

WFSM to accept significant administrative roles at

other academic institutions.

Intra- and Inter-institutional Collaboration...continued




The Women Residents and Fellows Professional

Development Program (WRFPDP) was launched

in 2011. The program’s primary goal is to provide

essential knowledge to house staff as they join

the workforce as clinicians, with emphasis on

encouraging participants to choose an academic

medicine career. Workshop topics have included

career timelines, communication skills, work/

life integration, negotiating contracts, what to

expect before, during, and after interviews, and

academic medicine versus private practice.

OWIMS is now developing a program similar

to CDWL for early career women faculty. The

curriculum will include sessions dealing with the

“imposter syndrome,” conflict management,

negotiation, communications skills, self-care, and

personal presentation. Plans are to begin this

program in January 2014 and run through June

2014. Direction for future OWIMS programs will

continue to be based on the needs of the women

within WFSM.

For more information, please contact Diana

Cornelison at [email protected], or visit

OWIMS Web site at: http://www.wakehealth.edu/

School/OWIMS/Leadership-Program.htm.

Bridging the Career Development Gap for Female Physician Scientist Trainees

By Julie R. Boiko, M.S., M.D., Candidate, WSMA Chair; Rachael A. Gordon, B.S., M.D./Ph.D., Candidate, WSMA Chair; and Alyce J. Marsh, B.S., M.D./Ph.D., Candidate, WSMA Chair, University of Pittsburgh School of Medicine

Early career development resources are crucial

for the success and sustained presence of female

physician scientists in biomedical research.

To address this issue, University of Pittsburgh

students established the Women in Science

and Medicine Association (WSMA) to support

female physician scientists, recruit and retain

students on this career path, and empower

advocates to support them. Although WSMA

was founded initially to support female trainees,

WSMA has enhanced physician scientist training

for both men and women through professional

development programs, including seminars on

formulating an “elevator pitch,” starting a lab,

and selecting a research-oriented residency.

Planning for Success

A wealth of career tracks awaits doctoral

trainees. WSMA identified a need to illuminate

this diversity for medical and graduate students

in a format where students could network with

advanced trainees and faculty.

In January, WSMA hosted its first conference,

“Doctoral Directions: Navigating Your

Biomedical Career,” with keynote speaker

Luanne Thorndyke, M.D., vice provost for

faculty affairs at University of Massachusetts,

who presented a step-by-step “Take Charge of

Your Career” goal-setting guide. Pitt faculty led

table discussions focused on networking and

skills pertinent to the M.D./Ph.D., medical, and

graduate students in attendance. The conference

concluded with a panel of clinical, scientific,

Wake Forest School of Medicine’s Answer...continued

http://www.wakehealth.edu/School/OWIMS/Leadership-Program.htm

http://www.wakehealth.edu/School/OWIMS/Leadership-Program.htm




and administrative members of Pitt’s biomedical

community.

The panelists spurred discussion about

architecting biomedical careers spanning

hands-on science/medicine and leadership

roles. One student noted, “It definitely got me

thinking. The importance of self-reflection was

well emphasized.” The next day featured Dr.

Thorndyke’s “Graceful Self-Promotion” seminar

on confident presentation of achievements for

career success.

Future Directions

“It is a joy to support the talented women in

WSMA as they create opportunities for their

peers to learn leadership and professional

development skills needed for long-term career

success and satisfaction,” remarks Joan Lakoski,

Ph.D., assistant vice chancellor for academic

career development and WSMA faculty advisor

at University of Pittsburgh. Indeed, WSMA has

found support in advisors Lakoski, Steven Shapiro,

M.D. (SVP and chief medical and scientific

officer, UPMC), Gwendolyn Sowa, M.D./Ph.D.

(assistant dean of medical student research),

and Richard Steinman, M.D./Ph.D. (director,

Pittsburgh Medical Scientist Training Program)

and appreciates the financial backing of UPMC

and Dean Arthur Levine, M.D.

As WSMA hopes to expand to a national

platform to address the evolving needs of female

physician scientists, we welcome peer institutions’

experiences and suggestions. Please tell us how

we can develop these opportunities with you

at: [email protected]. Learn more at: http://

students.medschool.pitt.edu/wsma/.

Campus-Based Intensive Faculty Development Program

By Ashli J. Sheidow, Ph.D., Associate Professor, Department of Psychiatry and Behavioral Sciences (Family Services Research Center) and Department of Pediatrics, Vice Chair for the Women Scholars Initiative, Medical University of South Carolina

Inspired by the AAMC’s highly effective profes-

sional development programs for women faculty,

the Women Scholars Initiative (WSI) at the

Medical University of South Carolina (MUSC)

set out to host an intensive two day program

on campus open to the full array of early- and

mid-career women faculty at MUSC. There are

six colleges at MUSC (medicine, dental medicine,

nursing, pharmacy, health professions, and

graduate studies), and WSI’s goal was to have

an event that would provide training to faculty

with diverse interests and career aspirations. Dr.

Etta Pisano, college of medicine dean and vice

president for medical affairs, is an avid supporter

of WSI’s initiatives and contributed the financial

resources for this inaugural program.

With input from AAMC staff members Elizabeth

Coakley,M.A.,andKevinGrigsby,D.S.W.,the

program was designed and implemented by a

group of women faculty volunteers at MUSC.

Ms. Coakley and Dr. Grigsby attended this

inaugural program to lead a few of the sessions;

other sessions were facilitated by local volunteer

Bridging the Career Development Gap...continued




speakers from MUSC and the greater Charleston

community. On February 11-12, 2013, the

program was presented to 54 women faculty

who were selected by their deans. The program

kicked off with a panel presentation over

breakfast on “Inspiring Women: What I Wish I

KnewThen,”whichfeaturedfourseniorwomen

faculty at MUSC who each shared career wisdom

they had accumulated over the years.

Next, attendees broke into concurrent, small

group sessions. These highly interactive sessions

included: time management and organization

skills, networking and communication skills,

negotiating skills, the art of self-promotion,

dealing with difficult people, promotion and

tenure, running effective meetings, using

temperament and communication in building a

mentoring network, internalizing your success,

and effective coping strategies. During lunch,

attendees participated in an interactive presen-

tation on how to use solution-focused problem

solving to find solutions to work/life balance. Two

small group sessions were held in the afternoon.

On the following day, a panel of MUSC’s deans

and provost presented “The State of Women

Faculty at MUSC.” Participants then attended

small group sessions followed by a working lunch

session where attendees were guided to “drive

a stake in the ground” by committing to specific

career advancement steps. The program closed

with a reception on campus to which all MUSC

women faculty were encouraged to attend to

socialize and network.

The feedback from the evaluations was

overwhelmingly positive. This event was a

wonderful opportunity for women faculty to

receive high caliber, interactive, and intensive

career development tailored to the specific needs

of MUSC women faculty. It allowed a diverse,

interdisciplinary mix of women faculty from

across the entire MUSC campus to receive career

development in a cost-effective manner. Lastly,

the experience of co-creating this inaugural

program with other women faculty was an

example of collaboration at its best.

Setting the Stage for Career Success

By Emily C. Walvoord, M.D., Assistant Dean for Faculty Affairs and Professional Development, Associate Professor of Clinical Pediatrics, and Krista Hoffmann-Longtin, M.A., Director of Programs and Evaluation, Office of Faculty Affairs and Professional Development, Indiana University School of Medicine

Faculty entering academic medicine today face

mounting challenges that affect their ability to

achieve their career goals. Yet, faculty often

receive little preparation for managing such

complexity. Women faculty, in particular, are

growing in number, but are concentrated in

junior faculty and nontenured positions.1 Junior

faculty development programs can be an

effective way to support and retain this important

constituency.

About the Program

Indiana University School of Medicine (IUSM)

developed the Leadership in Academic Medicine

Program (LAMP) in 2003 to address this need. The

Campus-Based Intensive Faculty Development Program...continued




cohort-based nine-month program is designed

to provide new faculty with the fundamentals

of leadership and career management. Women

typically comprise 50 percent of each cohort.

Participants include research and clinical faculty

in their second and third years. Topics addressed

during the monthly, three-hour sessions include:

• careerplanning

• promotionandtenure

• mentoring

• effectivefeedback

• effectivelecturing

• negotiationandconflictmanagement

• leadershipskills

• clinicalteachingskills

• timemanagement

Career Consultations

For the past three years, career development

consultations (CDCs) were included to assist

faculty in developing plans for academic

advancement. Participants are paired with

successful senior faculty from outside their

departments, for hour-long consultations. Before

the meetings, faculty supply their consultants

with a career development plan outlining their

strengths, challenges, and goals. These meetings

allow faculty to receive arms-length feedback

on their plans and expand their professional

network.

Outcomes

Program effectiveness is evaluated in a variety

of ways, including program evaluations, focus

groups, interviews, and regression analysis using

our school-wide faculty vitality survey. LAMP

faculty report higher levels of satisfaction than

their colleagues with:

• promotionandtenureprocess

• institutionalsenseofcommunity

• mentoringrelationships

• havingawell-developednetworkof

colleagues

• balancingprofessionalandpersonaldemands

Participants were overwhelmingly positive about

the CDC component of the program, particularly

valuing the assistance in clarifying their career

goals and improving plans to achieve these goals.

With up to 50 percent of clinical faculty intent

on leaving academic medicine,2 programs such

as LAMP and the CDCs demonstrate institutional

commitment to the growth and retention of

junior faculty. Assisting faculty with individualized

career planning, skill development, and learning

the institutional norms and resources fosters an

environment that promotes both individual and

institutional success.

Article: http://www.minnesotamedicine.com/PastIssues PastIssues2011/July2011/ALifeinPictures.aspx

1 Association of American Medical Colleges. (2012). Women in U.S. Academic Medicine and Science: Statistics and Benchmarking Report 2011-2012. Retrieved from: https://www.aamc.org/members/gwims/statistics/

2 Mann, S. (2011, July). Medical schools improve retention, job satisfaction. AAMC Reporter. Retrieved from: https://www.aamc.org/newsroom/report-erjuly11/254632/retention.html

Setting the Stage for Career Success...continued




Inspirations features original contributions

related to the humanities or the art of medicine.

We invite readers to submit original narratives,

poems, artwork, photography, or other

expressions of creativity.

A Picture Is Worth More Than 1,000 Words—My Modification of the Old Adage

By Roberta E. Sonnino, M.D., FACS, FAAP Vice Dean for Faculty Affairs and Professional Development Associate Provost for Medical Affairs Wayne State University School of Medicine

Photography has

been a long-standing

passion for me ever

since the day my

dad gave me my

first Brownie camera

when I was about

three years old. It is

still my main method

of stress relief, and

over the years it has

morphed into my

own freelance photography business, Hi RES

Photos, (http://www.hiresphotos.com), which will

become a quasi full-time job when I retire from

academic medicine. I was self-taught for decades

until several years ago when I completed a

comprehensive photography course with the New

York Institute of Photography. I subsequently

gained valuable on-the-job experience taking high

school senior portraits for “Prestige Portraits, by

Lifetouch.”® I am a member of the Professional

Photographers of America, and I have passed the

written exam to become a certified professional

photographer. In April 2013, I will submit my

image portfolio to complete that process and

officially become one of a few thousand formally

certified photographers.

I have always sought a way to make photography

part of my professional life. While I will take

a picture of just about anything, including

wildlife, nature/macro, and underwater subjects,

my specialties are medical and children’s

photography. Having actively practiced pediatric

surgery for many years, my background allows

me to “capture the moment” in the medical

environment with a level of realism that

non-medically trained photographers cannot

bring to the project. Many of my images have

been published in scientific journals, various

periodicals, book covers, and on the Web sites

of professional organizations. A book illustrated

with my photographs entitled “Journey to

Authenticity: Voices of Chief Residents,” was

published by the ACGME in May 2007, and

received several awards. One of my pictures

is included in the exhibit “From Physician to

Inspirations




Medical Doctor” at the AAMC headquarters in

Washington D.C., and two of my images have

been used as cover art for Academic Medicine.

As a firm believer in the importance of teaching

the art of medicine, as well as professionalism

and humanism in medicine, I have long strived

to capture these concepts in images. I have used

my passion for photography as a tool to illustrate

these concepts to trainees and to educate my

patients and their families. I am particularly

proud of a project I dubbed my “NICU rounds.”

During a weekly walk through the neonatal

intensive care unit, I took pictures of each baby

and created an

album for each

one so that families

would have lasting

images of their

child’s time in the

hospital. The feedback from those families (and

their caregivers) was priceless. Along those same

lines, I also volunteer for “Now I Lay Me Down

to Sleep—Infant Bereavement Photography.” We

provide families of stillborn babies, or infants who

are not likely to survive, with professional-quality

images taken at the hospital free of charge. In

many cases, these are the only visual memories

the family will have of their child. This gives me

a huge sense of satisfaction: I am no longer

practicing surgery or taking care of children, so it

allows me to do something to help these families

in a different way, through a skill that is as much

a part of me as is my being a pediatric surgeon.

Jocelyn Chertoff’s Inspirations: Handmade Jewelry

This Inspirations piece showcases some of

Dr. Jocelyn Chertoff’s handmade jewelry. Dr.

Chertoff is professor of radiology & OB/GYN,

assistant dean for clinical affairs, vice chair,

department of diagnostic radiology at the Geisel

School of Medicine at Dartmouth.

Inspirations...continued

Copper Bracelet

Necklace with Freshwater Pearls

Silver and Lava Rock Bracelet

12-252 gwims watch spring 2013 - aamc · gwims watch • spring 2013 association of american...

Documents