Departmental Mentoring and Career Development Plans for

Departmental Mentoring and Career Development Plans for Anesthesiology

Faculty

at the Medical University of South Carolina

November 2017

Table of Contents

1.1

The Department of Anesthesia and Perioperative Medicine’s

Mentoring Goal

1.2

Description of Promotion Process within Department

1.3

Documentation of Career Development

1.4

Resources Available for Faculty Development

1.41 Departmental Resources

1.411 Academic Time

1.412 Personnel Support

1.413 Departmental Research Funds

1.414 Statistical Support

1.415 Laboratory Facilities

1.416 Resources Available for Leadership Development

1.417 Personal Academic Development Funds

1.42 Resources External to the Department

1.5

Hiring New Faculty and Initial Mentoring

1.6

Mentoring of Existing Faculty

1.7

Faculty Goal Setting and Measurement

Appendix 1. Faculty, Research, Education and Administration

Development (FEAD) Allocation Proposal 14

Appendix 2. Institutional, State, and National Resources for

Supporting Mentoring and Faculty Development at MUSC 16

Appendix 3. Mentors 21

Appendix 4. Departmental Mentoring Partnership Agreement 26

Appendix 5. Career Development Goals and Resources Template 28

Appendix 6. COM Matrix for Promotion to Full Professor 29

Appendix 7. COM Matrix for Promotion to Associate Professor 30

1.1

The Department of Anesthesia and Perioperative Medicine’s Mentoring

Goal

The goal is for all Department of Anesthesia and Perioperative Medicine faculty to achieve their

individual full potential as members of the College of Medicine and Medical University of South

Carolina and to be rewarded for that achievement. The specific objectives of the faculty

development plan are:

To develop academic careers for junior and senior faculty

To promote lifelong learning and professional development

To motivate junior faculty to become leaders in academic medicine

To develop skill sets and professional tools for excellence in:

research

education

administration

clinical excellence

To provide a support system for new faculty

To support diversity in the department

Reduce stress and burnout of individual faculty

1.2

Description of Promotion Process within Department

The primary track in the Department of Anesthesia has historically been that of Clinician

Educator. There are four areas of endeavor for departmental activity: clinical, education,

administration and research. For promotion each faculty member must demonstrate he/she has

recognized effort and expertise and documentation of significant achievement in at least two of

these four areas.

Documentation of Clinical Expertise

• Evidence of clinical subspecialization, with subspecialty board certification if

appropriate

• Publication of case reports or clinical studies in area of clinical subspecialization

• Complimentary letters from patients and surgeons

• Documentation of outside requests for consultation and speaking

• Credentialing/Quality Assurance report on number of cases in specific areas

• Joint appointment in another department

• Book chapters and CME publications in area of clinical subspecialization

• Extramural letters of recommendation.

Documentation of Education Expertise

• Title plus list of accomplishments in that position

• Teaching and administrative evaluations and awards

• Book chapters, book reviews, and CMEpublications

• Active participation in department, college, university or hospital education/

curriculum development committees

• Active participation in development of curriculum and educational material at a

national level

An active and complete Educational Database which includes a list of all

intramural and extramural lectures, seminars, workshops with dates, location, title

and approximate number of attendees

Extramural letters of recommendation

Documentation of Administration Expertise

• Title plus list of accomplishments in that position

• Active participation in department, college, university or hospital committees

• Active participation in regional or national society committees

• Regional and national recognition for administrative excellence

Documentation of Research Expertise

• Focused and sustained research activity areas of interest

• Involvement in clinical research (PI or Co-PI)

• Abstracts at national meeting followed by publication of manuscripts

• Extramural funding

• Extramural letters of recommendation

As the Department of Anesthesia develops a more robust research infrastructure, it is anticipated

that more junior faculty will elect the Academic Investigator track. They must demonstrate

documentation of significant achievement in at least two of the four areas above with a primary

emphasis on research. The documentation of research expertise should include:

Completion of educational requirements necessary for career in academic

research

First authored original publications (with impact factor information if possible)

Senior authored original publications (indicate whether the first author was

someone you mentored)

Co-authored original publications

Other publications, e.g., review papers, book chapters, textbooks

Career training grant awards

Independent grant awards as PI

Grant awards as Co-investigator

Presentations of research at national / international meetings

Peer recognition for research activities including invitations to present at national

/ international meetings and other universities

National recognition as evidenced by election to specialty societies, editorial

boards, service on national committees, NIH study sections, grant review panels

of other funding agencies

Institutional or external research awards

Mentoring achievements: individuals mentored, achievements of mentees

including grants received and important publications of mentees under your

guidance, and where mentees are today

Membership and involvement in professional and scientific organizations

Contributions to research-oriented committees at department, college, university,

community, state, regional, national and international levels

Leadership roles in research in appropriate department, college, or university

Additional information is available at:

http://academicdepartments.musc.edu/com/faculty/apt/musc/index.html. Open the tab

Guidelines and Appendix and this will open the College of Medicine’s Appointments,

Promotions and Tenure Guidelines. A matrix with criteria for promotion including ranks

and tracks is available on Pages 9 and 10. The matrix is also included in this document

Appendix 6 and 7.

Departmental Promotion Process

1.3

Documentation of Career Development

In order to achieve promotion and tenure, the professional growth of the faculty member must be

documented.

Curriculum Vitae

Faculty will maintain a current curriculum vitae in the format required by the College of Medicine. This

CV is accessible on line at https://fair.musc.edu. Log in to Shibboleth using your net ID and password.

Click on “Display Vita” and your CV will open in a Microsoft WORD format. The site has instructions

on adding additional items to your CV. Your administrative assistant is available to help with this

process. Glennda Ross is the contact person in the department for expert advice on filling out the FAIR

CV.

ii.

Portfolio

Faculty are encouraged to develop and update portfolios of their research, teaching, and clinical

accomplishments. Depending on your track, more emphasis will need to be placed on a specific

portfolio e.g., for academic investigators, the research portfolio is most important, whereas for a faculty

member in an education track, the teaching portfolio is of primary importance. The typical components

of each of these portfolios include but are not limited to the following:

Research Portfolio

Completion of educational requirements necessary for career in academic research

First authored original publications (with impact factor information if possible)

Senior authored original publications (indicate whether the first author was someone

you mentored)

Co-authored original publications

Other publications, e.g., review papers, book chapters, textbooks

The Chair recommends faculty to the Dean based on recommendations of the departmental

Promotions Committee. The committee consists of the department’s full professors and is chaired

by the Vice Chair for Faculty Development. The Committee meets t

wice a year in March and

October. The charge of this committee is to: a) Determine eligibility of a faculty for their

respective academic promotion based on their FAIR CV and COM requirements; b) Vote on it

and c) Make the appropriate recommendation to the

Chair of the department. The Committee

does not review the teaching portfolio. Those who do not meet the promotion criteria are

counseled by the committee and specific recommendations are offered. .

Career training grant awards

Independent grant awards as PI

Grant awards as Co-investigator

Presentations of research at national / international meetings

10.

Peer recognition for research activities including invitations to present at

national / international meetings and other universities

11.

National recognition as evidenced by election to specialty societies, editorial

boards, service on national committees, NIH study sections, grant review panels of

other funding agencies

12.

Institutional or external research awards

13.

Mentoring achievements: individuals mentored, achievements of mentees including

grants received and important publications of mentees under your guidance, and

where mentees are today

14.

Membership and involvement in professional and scientific organizations

15.

Contributions to research-oriented committees at department, college, university,

community, state, regional, national and international levels

16.

Leadership roles in research in appropriate department, college, or university

Teaching Portfolio

A teaching portfolio includes documents and materials that show the scope, quality, and

creativity of faculty members’ teaching efforts, progress, and achievements

. Reflection

is an integral part of the portfolio and shows how faculty members have integrated new

learning with their teaching philosophy and performance.

Completion of educational requirements necessary for career in academic teaching

Philosophy of teaching and learning

Teaching goals for student accomplishment

Teaching methods and evaluation strategies

Participation in course and/or curriculum development

Engagement in the scholarship of teaching and learning (SoTL)

Evidence of teaching accomplishments

Description of types of different teaching activities such as formal courses,

small group seminars, one-on one tutorials, supervision of student research

projects, chairing thesis or doctoral committees, and coaching manuscript

preparation for students, residents, and fellows

Course materials (syllabi, readings, handouts, assignments, examinations)

Samples of teaching innovation (simulation, educational technology)

Samples of manuscripts related to teaching and or educational activities

Student, resident and fellow evaluations of teaching

Peer evaluations of teaching

Audience evaluations of presentations at state or national meetings

Membership in departmental, college, university, society, community, state,

regional, national and international committees or organizations related to

teaching

First authored publications (papers, chapters, reviews, textbooks) related to

teaching

Senior authored publications (papers, chapters, reviews, textbooks) related to

teaching

Co- authored publications (papers, chapters, reviews, textbooks) related to

teaching

Grant awards related to teaching

Presentations on teaching at national / international meetings

Leadership roles in teaching in appropriate department, college, or university

Honors and awards for teaching

Mentoring achievements in teaching: individuals mentored, achievements of mentees

in teaching arena, and where mentees are today

Clinical Portfolio

Completion of educational requirements necessary for career as an

academic clinician, including certification by appropriate specialty board

Evidence of a heavy clinical load

Evidence of excellence in high quality patient care

Development of innovative clinic practices i.e., new clinical services that the faculty

member established or participated in e.g., telemedicine, new surgical technique

Evidence of organization of clinical services to provide an optimal setting for medical

education and a data base for research

Evidence of excellence in clinical training of students, residents, and fellows

Documentation of teaching activities including formal lectures, grand rounds, and

continuing medical education

Superior evaluations of teaching by students, residents, fellows, peers, course

directors and department chairs

First authored publications (papers, chapters, reviews, textbooks)

10.

Senior authored publications (papers, chapters, reviews, textbooks)

11.

Co-authored publications (papers, chapters, reviews, textbooks)

12.

Presentations at national or international meetings

13.

Peer recognition for clinical activities including invitations to present at

national / international meetings and other universities

14.

Co-investigator on research grant awards

16. Mentoring achievements: clinicians trained, achievements of trainees, and where

trainees are today

17. Membership and involvement in professional and scientific organizations

18. Contributions to clinically oriented committees at department, college, university,

community, state, regional, national and international levels

19. Leadership roles in clinical activities in appropriate department, college, or

university

iii.

Departmental Chair Evaluations

In addition specific Departmental goals will be tracked during annual Chair evaluations as

shown in Appendix 4.

1.4

Resources Available for Faculty Development

Resources are required for optimal faculty development and may be found in the department, at

the institutional level, and at the state or national level.

Departmental Resources

The Department is committed to supplying the resources necessary for supporting faculty

development.

i. Academic Time

Protected time for teaching is allocated by the Chair. Faculty desiring non clinical time to pursue these

interests are expected to complete a Faculty Education and Administration Development (FEAD)

Allocation Proposal. (Appendix 1) This form can be accessed on line at

http://academicdepartments.musc.edu/anesthesia/faculty-development/Appendix_1_FEAD_Form.pdf

This completed proposal can be presented to the Chair at the annual faculty evaluation meeting

as a plan for the upcoming academic year or on an ad hoc basis throughout the year. It is the

Chair’s prerogative to grant such non clinical time and that decision is based on the academic

merit of the proposal and the applicant’s prior history of academic productivity.

ii Research Time

The Department has a merit based assignment of predictable and “inviolate” assignment of time

for investigators.

• Dr. Reeves has reserved one day each week for research pursuit by the chosen faculty

• Time will be assigned on a given day and will occur on that day each week or every 2

weeks so that reliable plans may be made to conduct the research.

• Time will be generally allocated over an initial, but renewable 3 month time period

• There are some weeks that time is not available and these are: weeks of the annual ASA

meeting, Christmas and New Year weeks

• Applications must be in by the 10 of the month for the following session

• Applications can be sent to Dr. J. Reves either electronically from the Department

research webpage or on paper

• A subcommittee: Drs. Hebbar and Reves will allocate the time based on merit and will

take into consideration:

External competitive funding

Productive investigator (number of abstracts/publication in the past academic

year)

Actively involved with mentor

New investigator with promising proposal

Exciting project(s)

The research time application form can be accessed on-line at

http://horseshoe.musc.edu/~/media/files/univ-files/colleges-files/com-files/departments-files/anes-

files/research/faculty-research-time-request-form.pdf?la=en

iii.

Personnel Support

The Department of Anesthesia and Perioperative Medicine Office of Research Support exists to

provide pre- and post-award administrative support of both sponsored and non-sponsored

awards. Services include but are not limited to the following:

• Search and identification of potential funding opportunities.

• Administrative support in the completion and execution of applications.

• Budgetary development and oversight

• Compliance management

• Assistance with understanding and meeting reporting requirements

• Fiscal management of awards, including regular provision of financial statements.

• Identification and negotiation of statistical analysis support personnel

• IRB application support

• Data collection and data entry support (including 2-3 full-time data coordinators)

including entry into the RedCap data system

• Professional support of relevant aspects of clinical studies and trials

• Professional support of patient care needs related to studies and trials.

Current personnel in the Office of Research Support are:

Brenda Dorman, Executive Administrator

Wanda Jones, Research Nurse Coordinator

Megan McDonough, Administrative Coordinator

iv.

Departmental Research Funds

The Department has budgeted adequate funds to support new initiatives until the investigators

obtain outside funding. Faculty will present detailed proposals for research projects to the

Departmental Research Committee chaired by the Vice Chair for Research. The Committee will

score the project and recommend the allocation of financial, personnel, academic time and other

resources. Research projects will be regularly reviewed by the Committee to ensure productivity.

Statistical Support

The department provides in-house statistical support. Dr. Beth Wolfe is our in-house statistician

and she is available for in-person consult on Wednesdays in the department. Dr. Wolfe is

available for half day on Wednesdays and she alternates her hours between 8-12noon and 1-4pm.

Dr. Dulaney Wilson is available on Tuesdays and Fridays between 1-4pm. Please contact Kim

Pompey, administrative assistant to set up an appointment with them.

vi. Resources Available for Leadership Development

The Joanne M. Conroy MD Endowed Chair for Education and Leadership Development was

established to honor Dr. Conroy’s significant contributions to the leadership of anesthesia and

medicine. The endowment is dedicated to providing anesthesiology professionals with skills

concentrating on areas such as:

•

Effective meeting management

•

Creative problem solving

•

Recruiting and motivating others

•

Building consensus

•

Communications and conflict resolution

•

Inspiring purpose, passion and performance

•

Effective advocacy and political action

Grants from this endowment are available to members of the faculty for substantial development

opportunities such as advanced degrees or fellowship training. Examples of opportunities include

but are not limited to the Master of Science in Clinical Research from the MUSC College of

Graduate Studies, the ASA Certificate in Business Administration Program, the Executive

Leadership in Academic Medicine program at the Institute for Women's Health and Leadership

at Drexel University College of Medicine, and advanced degrees such as Masters of Business

Administration from outside institutions.

Proposals will be reviewed by the Executive Committee or Research Committee (whichever

applicable) and make recommendations to the Chair. Each proposal should contain specifics as

to how the educational endeavor will improve your academic career and advance the goals of the

Department and College of Medicine. It is expected that applicants will make a personal

investment of time and money into this effort as well as that provided by the Department.

If the program selected requires substantial Departmental funding and time, applicants will be

expected to make a contractual commitment to the Department for a period of time determined

by the Chair and Executive Committee.

The Residency Program Director will hold the Joanne Conroy Endowed Chair for Education and

Leadership Development.

vii. Personal Academic Development Funds

The Department provides an allowance of $6,000 and ten meeting days to each full time faculty

member per academic year for travel to scientific meetings, membership in professional

organization and purchase of books, journals or software. Faculty have wide discretion in the use

this time and money but are expected that this use should make a substantial contribution to their

academic career.

Resources External to the Department

In addition to the Department’s resources, a detailed list of institutional and state and national

resources for supporting clinical and translational research, basic science research, and education

are provided in Appendix 2.

It is also important for all faculty to be aware of two important faculty groups on campus that

serve important organizational, support and advocacy roles for faculty:

The Faculty Senate is the representative body of the Medical University of South Carolina

faculty (http://academicDepartments.musc.edu/faculty_senate). The Senate’s

recommendations reflect and advocate the faculty's collective interests to further the

university's mission. The mission of the MUSC Faculty Senate is to represent the views, needs,

and interests of faculty in the educational, research, and service programs of the university. One

of the important roles of the Faculty Senate is arranging the New Faculty Orientation Program.

This is a biannual event that includes a general welcome from key leaders at MUSC and

breakout sessions detailing clinical, research, and teaching resources specific to MUSC. The

Faculty Senate also provides Town Hall Meetings and Workshops several times a year to

update the faculty on University Initiatives, Tenure and Promotion, and other relevant topics.

The Women Scholars Initiative (WSI) is a joint initiative of the Office of Academic Affairs

and the Office of the President with a long-term goal of promoting careers of women faculty.

This organization provides a monthly workshop series (recent topics include promotion and

tenure, work/life balance, contract negotiation, financial planning, and establishing good

mentoring relationships). Other events sponsored by the WSI include the annual Eminent

Scholar Seminar and Award, which brings an eminent scientist to MUSC to talk about his/her

work and visit with MUSC faculty members. Past Eminent Scholars include members of the

National Academy of Sciences and the Howard Hughes Medical Institute. WSI sponsors the

John R. Raymond Fellowship, an annual award made to a junior faculty member to be used

towards building collaboration with a renowned expert (male or female) in her field. WSI also

sponsors a number of peer mentoring events and roundtables. WSI events are open to all MUSC

faculty. Learn more at http://academicDepartments.musc.edu/womenscholars/index.htm

1.5

Hiring of New Faculty and Initial Mentoring

Successful faculty development begins during the hiring phase of a new faculty recruit. When

new faculty members fail to fulfill their potential or get frustrated professionally, it can

sometimes be traced back to a failure in the hiring process, e.g., misunderstanding the demands

of the position by the new recruit, not knowing about impending decisions that could impact the

job, not negotiating for adequate resources to be successful, or not identifying a committed

mentor.

Interim mentor: Once a decision is made to seriously consider hiring a new faculty candidate, a

member of the Department who met and interacted well with the recruit during the initial

interview and who is willing to be the interim mentor for the new recruit should be identified.

Ideally this should be a senior faculty member (not the Department Chair) who would not be

competing in any direct or indirect way for resources with the new recruit. This mentor should

be familiar with the candidate’s career plans and know what the needs of the recruit are to be

successful. The mentor would then work with the Chair, acting as both a go-between for the

Chair and the new hire, and as an advocate for the new hire in the negotiation process. Aspects of

the negotiation process that could constitute a conflict of interest for the interim mentor should

be excluded from the items that the interim mentor would assist with during the negotiations.

Some of the items that the interim mentor could assist with during the negotiations are:

•

deciding on the right track and rank

•

adequate protected time and support for administrative, research and teaching efforts

•

development of a mentoring team. The initial mentor can help the recruit develop a

mentoring team. This can start during the interview process by introducing the

candidate to potential members of a mentoring team and continue once the new

faculty member arrives.

i. Vice Chair for Faculty Development The Vice Chair for Faculty

Development is appointed by the Chair person. This position shall receive

time and salary report. This can start at the interview process by introducing the

candidate to potential members of a mentoring team and continue once the

new faculty member arrives.

1) Arrange and conduct meetings of the Promotion Committee - meet twice a year (Sept/Mar).

2) Confirm and validate all member votes regarding Promotion recommendations.

3) Communicate to the Department Chair in writing the recommendations of the

promotions committee regarding Promotion decisions.

4) Notify members of faculty under review of the comments and

recommendations of the eligible faculty.

5) Meet with faculty who have been denied promotion to discuss areas for improvement.

6) Meet with all new faculty to review faculty tracks and Promotion procedures.

7) Meet with faculty considering promotion to discuss appropriate timing and likely

success of application.

9) Faculty Development

i) Works collaboratively with senior faculty mentors to assist faculty with regards

to their career development in order to enhance their effectiveness as clinicians,

educators and researchers

ii) Assist each faculty member in establishing an individual faculty

development and mentoring plan.

iii) Develop a 5 year career plan for each faculty member.

10) Serve on the Departmental Executive Committee

8) Assisting the Chair in his role in revising, as appropriate, the departmental

Promotion document as well as its Patterns of Administration.

iv) Update the departmental intranet for information regarding faculty

development links; COM APT guidelines and mentoring details.

ii Mentoring

Mentoring is a critical component of career development and success for academic

faculty. The overall goal that links the evolving mentoring and research structure

within the Department is development and support of a community that is dedicated to

the pursuit of new knowledge in anesthesiology and perioperative care, pain

management, and medical education and simulation. Faculty at the Professor and

Associate Professor level will serve in the role of mentors. It is mandatory that all

faculty have a mentor either Lead and /or Career. It is preferable for the faculty to

choose their own mentors, if not they will be assigned a mentor by the Vice Chair for

Faculty Development. A list of departmental mentors and their areas of expertise is

outline in Appendix 3.

A Lead mentor could be a faculty in another department or outside the University

with the following attributes and responsibilities

• Expert in their scientific area

• Able to guide mentees in the following areas:

□

Professional research & academic skills (promotion and tenure)

□

Career advice & management: develop a five-year plan

□

Develop a feasible, coordinated research plan

□

Provide resources: databases, access to space, research staff, access to

finding and potential funding resources (campus and national)

□

Collegial networking: national, international

□

Assist with communication of findings including oral presentations, writing

of abstracts, manuscripts and development of grants

A Career mentor attributes include

A senior faculty member responsible for providing career guidance and

support for their junior faculty mentees but may not be intimately familiar with

the mentees’ research interests.

Expected to meet with the mentee at least every six months to review overall

career goals and advise them on issues related to advancement and promotion.

May not be a mentee’s direct supervisor but will almost always be in their

home department.

Role of junior mentee in the promotions process

1. Complete a self-assessment (form on the intranet) which will help you identify

your strength and weaknesses.

2. Map out an Individual Development Plan (intranet) –both short term and long term.

4. Meet with the mentor on a regular basis to discuss your IDP, solicit help with filling out CV,

and teaching portfolio (including other advice).

3. It is the sole responsibility of the faculty member to solicit mentorship, one or

multiple, peer or senior within the department / university or external.

5. The junior mentee will be responsible for presenting their project at the monthly

research committee meeting. In addition to providing constructive feedback, these

meetings will be an opportunity for the mentor to bring in outside expertise and identify

potential collaborations.

iii.

Mentor - Mentee Relationship

Components of this relationship include:

• The responsibility of developing an effective mentoring plan should be shared by the

individual faculty member, the mentor, and the Department Chair.

• The successful mentoring plan needs to provide guidance in several different areas

including: advice in area of focus (e.g., research, teaching, clinical care); professional

development, which should include an active role for the mentor in promoting the career of

the mentee (e.g., suggesting role for mentee on a grant review panel or scientific writing

committee, introducing the mentee to leading experts in the field, etc.); monitoring the

progress of the mentee; helping to ensure academic promotion of the mentee at MUSC;

academic career guidance; and psychosocial support.

• To ensure that the mentee - lead mentor relationship is an effective one and for

each party to understand their commitments to that process, a formal agreement

between the mentee and the lead mentor should be reached that describes how

they will work together and collaborate on the development of a mentoring

plan. Two examples of this type of agreement are included in Appendix 4. It is

expected that each faculty member has a signed mentor-mentee contract.

1.6

Faculty Goal Setting and Measurement

Each faculty member at the Assistant Professor meets once a quarter with a senior career advisor

or mentor. Together they will decide on a promotable academic focus area (Education,

Research, Clinical Specialty or Leadership/Administration). Then they set attainable goals for

one year and three to five years that will allow measurement of progress in this career trajectory

with metrics that are easily obtained. It is expected that following this career trajectory will result

in promotion at the appropriate interval. Finally they will discuss what time, money and other

resources are necessary to achieve these goals. This is all enumerated for each faculty member

and an example template is attached as Appendix 5.

Each faculty member then meets with the Chair for an annual evaluation. The goals are reviewed

by the Chair to determine if the goals are feasible and within the overall mission of the

Department. Then the Chair commits departmental resources to accomplish the agreed upon

goals.

Progress in meeting these milestones is reviewed with the Chair during the subsequent year’s

evaluation. Faculty who are achieving appropriate goals for promotion and academic success

will be encouraged and departmental support continued. Faculty who are not achieving

appropriate academic goals will be counseled by the Chair.

Appendix 1.

Faculty Education and Administration Development (FEAD) Allocation Proposal

Medical University of South Carolina

Department of Anesthesia and Perioperative Medicine

Directions: Please feel free to expand the areas for answers as you need to. All academic days

must be accounted for.

Name:

Years in Current Rank:

Administration

Activity:

Justification:

Time Requested:

What extra- or intradepartmental funding supports your administrative time and goals?

Education

Activities:

Justification:

Time Requested:

What extra- or intradepartmental funding supports your educational time and goals?

Signature Date

Appendix 2.

Institutional, State and National Resources for Supporting Faculty Development at

MUSC

1. Institutional Resources

1.1 Research Support

There are a number of institutional resources that support clinical, translational, and basic

science research. These are listed on the MUSC Research website

(http://research.musc.edu/index.html). Some of these resources are described below:

• The South Carolina Translational Research (SCTR) Institute. The recently NIH

funded MUSC Clinical Translational Science Award (CTSA) that is called the South

Carolina Translational Research (SCTR) Institute (http://sctr.musc.edu/) provides

research support to investigators across campus. Within SCTR is the SUCCESS

Center which provides research navigation support such as collaborator and mentor

matching and links to institutional cores and programs. Additionally, the SUCCESS

center (http://academicdepartments.musc.edu/sctr/programs/success_center/) provides

consultation for regulatory submissions and study subject recruitment, lists studies on

clinical trials registry, and helps with grant budget development. At SCTR there is a

toolkit that can help the most inexperienced investigator navigate the process required

to get clinical trials underway and much more. MAP-R is a web portal that identifies

approvals needed for all types of grant submissions Visit

http://academicdepartments.musc.edu/sctr/tools_links/toolkit_design.html to find a

wealth of information and pertinent advice about research at MUSC.

• Career Development Funding Opportunities are available through various

institutional KL2 and K12 grant awards from NIH:

o the SCTR KL2 and COM K12 Programs

http://academicdepartments.musc.edu/sctr/education_training/K12

o K12 Career Development Program in Drug Abuse and Addiction.

http://academicdepartments.musc.edu/psychiatry/addiction-

sciences/education/nidak12/index.html

o The Building Interdisciplinary Research Careers in Women's Health (BIRCWH)

K12 Program.

https://www.musc.edu/psychiatry/addiction-sciences/education/bircwh/

o The Paul Calabresi Clinical & Translational Oncology Training Program

http://academicdepartments.musc.edu/psychiatry/addiction-

sciences/education/K12-paul-calabresi.html

• SCTR Pilot Project Program. SCTR supports pilot grant applications across the

translational spectrum - from basic science to population health - including patient-

centered and community-engaged applications as well as applications from Early

Career Investigators to shorten the time to research independence.

http://academicdepartments.musc.edu/sctr/programs/pilot_projects

• SCTR Vouchers can be requested for up to $1,000 for research services and supplies

per approved protocol every six months. Investigators are limited to two active

vouchers in any one six month period as long as they are for two different protocols.

For more information please visit

http://academicdepartments.musc.edu/sctr/funding_opportunities/vouchers.

If you think that applying for a SCTR Voucher could be beneficial to your research

study, please visit http://academicdepartments.musc.edu/sctr/index.htm and fill out a

SPARC Service Request Form. The SUCCESS Center staff reviews all voucher

requests and a decision of award is made within two business days of application.

• The Office of Research Development (ORD)

(http://research.musc.edu/ord/index.html), which is funded through the Vice President

for Academic Affairs & Provost’s Office, focuses on program and proposal

development, identifies funding opportunities, develops proposal concepts, networks

faculty members with complementary interests, provides grant-writing consultation and

workshops, offers pre-submission critiques, compiles institutional data, and prepares

competitive proposals for research resources and research training. New faculty and

trainees are encouraged to visit the office in 101 Basic Science Bldg to meet the ORD

staff and learn about networking opportunities. The following are among the services

offered by the Office of Research Development:

Research Project Grant (RPG) Retreats are held approximately 3 times / yr. These

interactive half-day sessions give individual investigators the opportunity to gain

constructive criticism on a specific research concept or proposal. Researchers at any

phase of career development are encouraged to present or attend.

ORD Alerts mailing list is a service for MUSC faculty and trainees to receive research

news and funding opportunities by email (http://www.carc.musc.edu/ordalerts/).

Community of Science (COS) is an external web-based system, offered as an

institutional subscription service, that provides a range of services including searchable

databases for funding opportunities and expertise, as well as a personalized workbench

from which to access and manage COS services.

Institutional “Boilerplate” is a compilation of information about MUSC, its components

and programs, primarily used to assist MUSC faculty, staff, and trainees in preparing

institutional resources and environment sections for research grant and contract

proposals.

Grantsmanship Workshops are held twice per year. Led by an external consultant, the

workshop content focuses on the NIH organization, peer review system, grantsmanship

tips, and the ABCs of an R01 or other NIH grant application. Individual and team

consultations are also offered. The workshops and consultation opportunities are an

institutional research support service, provided at no charge to investigators or

programs.

MyPeerReview is an internal, on-line searchable database of information about MUSC

faculty service on review panels and study sections for the NIH and other federal and

non-federal sponsors, as well as journals for which MUSC faculty members have

served or currently serve as an ad hoc reviewer, member, editorial board, etc.

• Grant Writing Help is provided by: i. The Office of Scientific Editing and

Publications (OSEP) which provides support to augment manuscript and grant writing

skills for MUSC faculty, trainees, and staff https://www.musc.edu/esl/writingcenter/ ,

and ii. through the SUCCESS center

http://academicdepartments.musc.edu/sctr/programs/success_center/

• Grant Administrative Support. The Office of Research and Sponsored Programs

(ORSP) and Office of Grants and Contracts Accounting (OGCA) provide the

fundamental support need to obtain and manage sponsor-supported research funding.

In addition to individual support, their websites provide important information

regarding basic information needed for submission, and management of grants and

contracts.

o Office of Research and Sponsored Programs

(http://research.musc.edu/orsp/index.html)

o Office of Grants and Contracts Accounting

(http://academicDepartments.musc.edu/vpfa/finance/gca/index.htm)

Some Specific Resources for Clinical and Translational Research:

Research Nexus Center. The primary purpose of the Research Nexus is to support

clinical and translational research projects within the institution and SCTR affiliate

members as well as pilot studies that may lead to future NIH or other sources of peer-

reviewed clinical/translational research grant support. The specialized staff of Nexus

consist of research nurses, laboratory personnel, nutritionists, IT specialists, and

professional/administrative personnel. A core laboratory, fully-equipped outpatient

clinic, dental suite, and imaging suite comprise the highly-technical physical facilities

that are on hand to support your research.

http://academicdepartments.musc.edu/sctr/nexus/services/research_facilities.html

• Biostatistics Consultation through the SCTR Biostatistics & Epidemiology

Program. Services offered are:

 Biostatistical Education: Consultation and assistance in understanding one or

more biostatistical concepts

 Methodology/Study Design: Guidance with selecting an appropriate study

design or developing a statistical analysis plan

 Power Analysis / Sample Size Calculation: Assistance with determining the

statistical power or sample size required for a proposed study

 Data Analysis: Assistance with analyzing data collected for a research study

 Other: (e.g. help with presentations, manuscripts, etc.)

These services are offered for several different settings:

Assistance Preparing Grants (Federal, Foundation, Other)

Assistance Preparing CTRC Protocols

Assistance with Current CTRC Funded Project

Unfunded Research Project (e.g. Abstract/Manuscript Preparation)

Links to these services are

http://academicdepartments.musc.edu/sctr/programs/biostatistics.html and

http://academicdepartments.musc.edu/sctr/tools_links/toolkit_design.html

• Master of Science in Clinical Research Program (MSCR) degree is offered by

MUSC. This program teaches core competencies in clinical research methods,

fosters development of a sustainable research focus, and provides the participant

with the skills to compete for extramural support.

http://academicdepartments.musc.edu/mscr_domestic/

• Society of Clinical Research and Translational Early Scientists (SOCRATES)

provides a forum for junior faculty to present their research projects in front of

peers, senior researchers and statisticians, foster collaboration across multiple

subspecialties at MUSC, and trouble shoot about ways to improve mentoring across

campus. http://academicdepartments.musc.edu/sctr/education_training/socrates

Some Specific Resources for Basic Science Research:

• Research Support (http://academicdepartments.musc.edu/research/connect/for-

researchers/research-support-services.html)

 Shared Core Facilities. A number of core facilities are available to

support basic research (see information of each of these facilities in

Research Shared Facilities on this website). In addition, an annual

EXPOsition of these facilities that enables meetings with core personnel

occurs in the Fall each year.

 College of Graduate Studies (CGS) Office of Postdoctoral Affairs. In

addition to providing useful information regarding practical aspects of

hiring and mentoring postdoctoral scientists, the office also offers

services to enable recruitment of postdoctoral scientists.

• Responsible Conduct of Research (RCR).

 CGS RCR Retreat resources. All MUSC postdocs participate in a

mandatory 2-day retreat focused on career development, conflict

resolution, and compliance issues related to the responsible research

practices. All lectures and handouts are available on the CGS website

http://academicdepartments.musc.edu/grad/post_doc_resources/curr_pos

tdocs/resp_conduct.htm

 The MUSC (http://academicdepartments.musc.edu/research/ori/ )and

HHS Offices of Research Integrity (http://ori.dhhs.gov) websites have a

wealth of educational resources on RCR practices with case scenarios,

videos and tutorials for all stages of research professionals

• Personnel/Trainees Relationships

o College of Graduate Studies (http://academicdepartments.musc.edu/grad/)

 Graduate Faculty Resources – application for appointment to graduate

faculty and conflict of interest forms.

 Mentoring Compact – AAMC recommendations for mentoring graduate

students and postdocs

(https://www.aamc.org/initiatives/research/postdoccompact/).

 Graduate Council Minutes – record of monthly meetings and policy

discussions.

 Graduate Faculty Research – web-based database of faculty research

interests to aid students looking for potential mentors.

 Training Grants – listing of MUSC training grants and career

development programs for graduate students and postdocs.

 Student Handbook – specifics of graduate programs, resources,

dissertation requirement, and CGS policies.

 Summer Research Programs for Undergraduates and Health Professional

Students. These programs provide students the opportunity of a 10-week

long internship with MUSC faculty.

http://academicdepartments.musc.edu/grad/summer_research_program/

o Howard Hughes Medical Institute

 “Lab Management: Making the Right Moves” is an essential resource for

postdocs and faculty, available free on-line.

(http://www.hhmi.org/resources/labmanagement/moves.html)

o Human Resources Career Development Courses and Seminars. MUSC HR

provides a variety of professional development workshops and seminars to

facilitate more effective lab management and hiring practices.

(http://academicDepartments.musc.edu/vpfa/hrm/training/trainingpage)

o MUSC Toastmasters Club. This club provides a supportive environment for

learning how to give effective scientific presentations, and benefit from

constructive feedback of peers and faculty sponsors.

(http://musc.toastmastersclubs.org/ )

o CGS725 Teaching Techniques. This course is offered every Fall and Spring

semester and is open to all students and postdocs. Contact the College of

Graduate Studies office for registration information (weised@musc.edu)

• Networking Opportunities

o “B & BS” ([email protected]). The B & BS club provides an informal forum

for faculty, postdoctoral and graduate students to present their research ideas,

grant proposals or research problems to a mixed audience that can provide

useful feedback and often potential collaborations or exchange of reagents

o MUSC Core Facilities “Octoberfest” Reception. This is an annual event for core

facility directors to highlight the services available.

o Research INKlings (http://research.musc.edu/inklings.html). INKlings is a

monthly on-line news letter of recent events of interest to MUSC researchers.

o SACNAS promotes a diverse research academy by providing workshops and

networking opportunities that encourage Chicano/Hispanic and Native

American students and postdocs to pursue and persist in STEM fields. This is

also an excellent recruitment resource. (http://www.sacnas.org/)

o ABRCMS is an annual conference that brings underrepresented minority

students and postdocs together to present their research in an environment that

encourages their development into future STEM faculty. This is also an

excellent recruitment venue. (http://www.abrcms.org/index.html)

o www.MinorityPostdoc.org hosts a variety of career development resources for

postdocs, including job listings and articles, with an emphasis on minority

scholars.

1.2 Resources for Education

Academy of Medical Educators in the College of Medicine - The Academy of

Medical Educators was established in June 2012 to provide a forum for higher

levels of participation, training and recognition of faculty educators. The

members are an interdisciplinary group of educators who are dedicated to

promoting excellence, innovation and scholarship in teaching and education.

http://academicdepartments.musc.edu/com/faculty/Academy_of_Medical_E

ducators/

Types of Educational Technology

a. Tegrity - Tegrity is a lecture capture service that lets faculty automatically

capture every class – on and off campus – for later review by every student,

anytime, anywhere. http://tegrity.musc.edu

b. Adobe Connect - Adobe Connect is a Web conferencing software that

securely shares presentations and multimedia right from a desktop computer,

supporting feedback from hundreds of participants — all using a web browser

and the Adobe Flash® Player runtime. http://connect.musc.edu

c. WebCT - WebCT is MUSC’s current Learning Management System. A

Learning Management System is a software package that enables the

management and delivery of learning content and resources to students.

Education Technology Services (ETS) Provides support in the areas of digital

imaging, audio visual support in centrally scheduled classrooms and distance

education technologies, and video production.

Apple Tree Society - The Apple Tree Society exists to foster dialogue and

activity related to the scholarship of health professions teaching through campus

and national partnerships. http://academicdepartments.musc.edu/appletree/

The following are the goals of the Society:

• Expand the faculty development opportunities related to teaching on

campus.

• Initiate programs that recognize and enhance the value of teaching as a

scholarly

activity.

• Explore and support innovative methods and technologies for teaching and

learning.

• Promote professional development of current and future educators.

Activities of the Society include:

• Monthly Brown Bags – noontime sessions on topics related to the

Scholarship of teaching

• Workshops focused on development of teaching skills including lecture

and presentation skills, case based discussions, evaluating learners, and

using technology such as WebCT (see below)

• Collegiality – informal meetings to discuss teaching and learning

use of copyrighted materials is daunting. The information on this site is directed

at teaching faculty, students, scientific writers, researchers, and others at MUSC

who use copyrighted works. It includes Copyright @ MUSC: Policies, Forms, &

Resources, forms, and information about Coursepacks, Plagiarism and How to

Cite Sources, releases, Images and text, and print and digital/online resources.

Many of the links lead to the excellent copyright Websites of other universities.

http://musc.libguides.com/copyright

Creating Collaborative Care/Interprofessional Education - Creating

Collaborative Care (C3) is a Quality Enhancement Plan (QEP) for the Medical

University of South Carolina that focuses on inter-professional education.

http://academicdepartments.musc.edu/oii/education/programs/

Faculty teaching awards (College and University) - In recognition of faculty

accomplishments the individual colleges, as well as the university, present

annual awards in teaching, research, and service. These awards are very

competitive underscoring the excellence of the faculty with respect to their

achievements. The awards are sponsored by various groups. The university

annual awards include:

• Developing Scholar Awards

• Outstanding Clinician Awards

• Teaching Excellence Awards (Developing Teacher, Educator-Lecturer,

Educator-Mentor)

• Distinguished Faculty Service Awards

Library resources - http://www.library.musc.edu/

a. Computer labs – 4 computer labs are available for use by faculty for their

classes. The labs host an average of 25 iMac computers that support the use

of both Windows and Macintosh operating systems

b. Learning Commons – An initiative of the MUSC library currently under

development designed to provide spaces for study and socialization and

access to the latest technologies for teaching and learning.

c. Center for Academic and Research Computing – Works with faculty and

staff across the campus to design, develop and support interactive

instructional programs.

d. Journals The library currently provides access to approximately 17,498 e-

journals and 34 current print-only subscriptions http://muscls.musc.edu/

Center for Academic Excellence - The CAE is dedicated to improving

learning and teaching on campus. Health care providers must learn and re-learn

in order to adapt their practices to the latest advances in biomedical science.

They also must collaborate with colleagues across professions to provide

quality care and conduct groundbreaking research. That’s why the CAE

provides collaborative learning groups; and the effectiveness of these groups is

why a majority of MUSC students choose to participate—in addition to their

scheduled class time. Another vital part of the work of the CAE is teaching the

material and the strategies necessary for success on national and state licensing

board/certifying exams. Under the tutelage of CAE faculty and their fellow

students, students approach these rigorous exams with confidence and exceed

national performance averages. http://www.musc.edu/cae/

The Writing Center - The Writing Center faculty members teach students to

communicate effectively with their professors, their fellow students, and their

patients. http://www.musc.edu/writingcenter/

Enrollment Services - Enrollment Services oversees student admissions,

records and financial aid. http://www.musc.edu/em

2. State or National Resources

Funding Agencies

By going to the Office of Research Development website

(http://academicdepartments.musc.edu/research/ord/fundingops/index.htm

l ) information on the following opportunities are available

• Funding alerts

• Federal and state funding opportunities

• Sponsor opportunities (Corporate and Foundations)

• New Investigator Funding Opportunities

• Postdoctoral Funding Opportunities

• Limited Submissions Competitions Opportunities

Associations

• Association of American Medical Colleges (AAMC). The AAMC represents

all 133 accredited U.S. medical schools; approximately 400 major teaching

hospitals and health systems, including 68 Department of Veterans Affairs

medical centers; and nearly 90 academic and scientific societies. Through these

institutions and organizations, the AAMC represents 125,000 faculty members,

75,000 medical students, and 106,000 resident physicians. Through its many

programs and services, the AAMC strengthens the world's most advanced

medical care by supporting the entire spectrum of education, research, and

patient care activities conducted by member institutions. http://www.aamc.org/

• Association of Women in Science (AWIS) is a national advocacy organization

championing the interests of women in science across all disciplines and

employment sectors. By breaking down barriers and creating opportunities,

AWIS strives to ensure that women in these fields can achieve their full

potential. http://www.awis.org/

• National Postdoctoral Association. The NPA provides many resources useful

for enriching the research environment, managing a research lab, and

expectations of mentors and trainees. MUSC is an affiliate institution which

provides membership to all faculty, postdocs, and students.

http://www.nationalpostdoc.org/

Appendix 3.

Areas of expertise Mentors

Pediatrics Walton, Reeves,

Neurosciences J.Reves, Harvey

Adult Cardiac Nelson, Guldan Finley, Reves, Reeves

Peds Cardiac Reeves, Walton

Obstetrics Hebbar, Wilson

Informatics Field,

Administration Guidry, Clark, Bolin

Patient Safety/Effectiveness J.Reves, Hebbar, Clark Intensive

Care Field, Rieke, Clark

Chronic Pain Smith

Simulation/Education Schaefer, Rieke, J Reves

Regional Anesthesia Wilson, Bolin

Appendix 4. MENTOR/MENTEE AGREEMENT

A successful mentee/mentor relationship requires a commitment on the part of

both partners. The following agreement is intended to provide a starting

framework for the partnership. This partnership will be confidential and have

clear mutual expectations. Either party should understand that they may

withdraw from the relationship at any time by contacting the Vice-Chair for

Faculty development. Each party should keep a copy of this agreement and

make every effort to fulfill the terms of the agreement.

Mentor Mentee

MENTEE GOALS

The mentee should establish with the mentor at least three professional

development or personal growth goals. Goals should be specific, measurable,

attainable, relevant and have a time frame.

GOAL # 1

GOAL # 2

GOAL # 3

CONTACT AGREEMENT

The duration of the formal mentoring program is twelve (12) months. Mentors

are encouraged to continue the relationship on a voluntary basis. Contacts with

mentee may be in person or by telephone; however, face to face contact is

required for the first meeting. Mentee/mentor should allow enough time during a

contact for discussion of goals, as well as questions from the mentee concerning

their professional and/or personal development.

Mentee and Mentor agree to meet at least once every two months for twelve (12)

months.

Mentee and Mentor agree to provide the Vice-Chair for Faculty development with

written feedback at the end of 6 months.

Mentee Signature and Date Mentor Signature and Date

Appendix 5.

Career Development Goals and Resources Template

Medical University of South Carolina

Department of Anesthesia and Perioperative Medicine

Name John Doe

Career Focus

Education

Clinical Subspecialty Expertise

Clinical Research

Goals

One Year

IRB approval for propofol study

Explore funding for study of effect of use of BIS on neuro outcome

Refine the resident neuro curriculum with pre and post testing

Reconfigure the CCM fellow journal club

Join SEA and attend Fall Meeting

Attend Program Directors' meeting

Three to Five Year

Publish propofol study

Study the effect of use of BIS on neuro outcome

Attend SEA Teaching Workshop

Become femoral nerve block educator at regional and national meetings

Needs

Currently 1-2 Admin Days per month

Increase number of Admin Days when studies start

Institutional support to locate funding for BIS study

Time to attend SEA Teaching Workshop

Rank Assistant professor

Year Hired July 1, 2010

Year Next Promotion July 1, 2015

Mentors Educator from outside the department

Mentor career path agreement

yes

date

Chair career path agreement

yes

date

Appendix 6: COM Promotion Matrix for Promotion to Professor Level. R= required and

S=suggested. Currently ALL our faculty falls in the Clinician Educator Track

Professor

Clinician

Educator

Continues to meet all the criteria for Associate Professor

with major accomplishments in research, teaching,

and/or clinical service

Distinguished career exemplifying scholarship.

Excellence & productivity in research, outstanding

success as a teacher, and/or outstanding service

contributions are required. Involved in teaching

activities, including formal lectures, grand rounds,

and/or continuing medical education. (Leadership in

interprofessional teaching and interdisciplinary research

encouraged)*

Principal investigator on significant research grants

Co-investigator on research grants.

Direct involvement in research.

Key individual in training of students, post-graduates

and mentorship of junior faculty

Serves as Course Director for one or more major

courses

Continues to carry a heavy clinical or teaching load

Continued publication of reviews, chapters, textbooks,

peer reviewed papers, and/or innovative teaching

materials (new curricula, educational programs, syllabi,

video materials, computer programs, etc.) that influence

the science and practice of medicine at the regional &

national levels

Continued publication of important and original clinical

and/or laboratory investigations with significant

authorship.

Publications with significant authorship since promotion

to Associate Professor (line 1), and in total (line 2)

Publications with authorship since promotion to

Associate Professor (line 1), and in total (line 2)

≥5

≥10

National recognition, as evidenced by election to

generalist or specialty societies, service on national

committees, study sections, editorial boards, visiting

professorships, and/or invitations to speak in CME

courses.

Leadership roles in appropriate department, hospital

and college

Appendix 7: COM Promotion Matrix for Promotion to Associate Level. R= required and

S=suggested. Currently ALL our faculty falls in the Clinician Educator Track

Associate Professor

Clinician

Educator

Continues to meet all the criteria for Assistant Professor

with a record of achievement in research, teaching, and/or

clinical service. (Participation in interprofessional teaching

and inter-disciplinary research encouraged)*

Record of excellence in high quality patient care, teaching

and/or research

Established independent investigator with major impact in

planning/development of research project. Involved in

teaching activities, including formal lectures, grand rounds,

and/or continuing medical education.

Principal investigator on significant research grants

Co-investigator on research grants.

Local, regional or national grant support for independent

research or development of teaching methods, or health

care delivery methods, or clinical care systems

Peer recognition for research activities including invitations

to present work at other universities, workshops and

scientific conferences.

Direct involvement in research.

Organization of clinical services to provide a setting for

medical education and a data base for clinical research.

Active in training of students and/or post-graduates.

Serves as Course Director for one or more major

professional courses

Important contributor to course development or course

direction.

Superior evaluations of teaching by students, residents,

peers, course directors, dept. chairs.

Nominated for or recipient of teaching awards.

Presentations at national/international meetings.

Continued publication of reviews, chapters, textbooks, peer

reviewed papers, and/or innovative teaching materials (new

curricula, educational programs, syllabi, video materials,

computer programs, etc.) that influence the science and

practice of medicine at the regional & national levels

Continued publication of important and original clinical

and/or laboratory investigations with significant authorship.

Total publications with significant authorship since last

promotion

Total publications with authorship since last promotion

≥5

Development of new teaching materials, such as curricula,

educational programs, textbooks, syllabi, computer

programs and video tapes

Established reputation inside and outside local institution as

an authority in a clinical specialty or for leadership in

primary care

Contributions to committees at department, college,

university, community, state, regional, national and

international levels

State Level

Leadership role in department and hospital as a section or

division head, or program director

Active involvement in local and national professional

organizations

Election to scientific organizations in discipline.