Faculty Mentoring at NYULMC:

A New Paradigm

SCHOOL OF

MEDICINE

NEW YORK

UNIVERSITY

Georgeann McGuinness, MD Alan Frey, PhDDirector of Clinical Faculty Mentoring Director of Basic Science Faculty Mentoring

Office of Education, Faculty and Academic Affairs

Statement of Need• Historically, many faculty

• Were unaware that they are eligible for mentoring • Were uneducated as to the value of mentoring• Expressed dissatisfaction with existing mentoring• Would greatly benefit from mentoring

• Many departments lacked robust mentoring programs

• Mentoring is:• Vital to faculty development, and valuable to departments & the institution• Integral to being a world class institution• An expectation of the institution and the Dean

Office of Mentoring & Faculty Development

• Formed in FY13, to develop strong faculty mentoring programs for junior and mid level faculty

• Directors of Clinical and Basic Science Faculty Mentoring

• Steering Committee: Representatives from key faculty bodies

• Departmental Mentoring Champions– Identified and charged by Chairs– To assess need, implement, provide oversight and monitor

effectiveness of departmental mentoring programs– To identify & develop a pool of appropriate mentors– Participate in institutional mentoring initiatives

Faculty Survey June 2014I have a mentoring committee.

Answer Bar Response % 2011

Yes 92 81 % 54

No 21 19% 46

Total 113 100% 100

Tenure eligible

Answer Bar Response % 2011

Yes 164 67% 25

No 63 26% 68

I don't know

17 7% 7

Total 244 100%

NTT

Faculty Survey June 2014Do you know who is your department's mentoring champion?

Answer Bar Response %

Yes 73 61%

No 40 34%

I don't know

6 5%

Total 119 100%

Tenure eligible

Answer Bar Response %

Yes 138 58%

No 87 37%

I don't know

12 5%

Total 237 100%

NTT

http://faculty.med.nyu.edu/mentoring-faculty-development

Department Mentoring ChampionAnesthesiology Levon Capan Biochemistry & Molecular Pharmacology

Nicholas Cowan

Cardiothoracic Surgery

Ralph Mosca

Cell BiologyE. Lyn Wilson (NTT)Steve Burden (TT)

Child & Adolescent Psychiatry

Jess Shatkin

Dermatology Nicholas Soter Ehrman Medical Library

Jeffrey Williams

Emergency Medicine Maureen Gang Environmental Medicine

George Thurston

Medicine David SternMicrobiology Andrew DarwinNeurological Surgery Douglas Kondziolka Neurology Laura BalcerOBGYN William Schweizer Ophthalmology Roland SmithOrthopedic Surgery Thorsten Kirsch

Department Mentoring Champion

Otolaryngology Susan Waltzman

PathologyAylin Simsir Adrian Erlebacher

Pediatrics Arthur H. FiermanPhysiology and Neuroscience

Gyorgy Buzsaki

Plastic Surgery David T. Chiu

Population Health Mark D. Schwartz

PsychiatryMary Anne Badaracco (clinical)Donald Goff (research)

Radiation Oncology Peter B. Schiff

Radiology Georgeann McGuinness

Rehab Medicine Alex Moroz

Surgery Mark Hochberg

Urology Ellen ShapiroSkirball Institute of Biomolecular Medicine

Steve Burden (TT)E. Lyn Wilson (NTT)

Cancer Institute Mark Philips

Neuroscience Institute Gyorgy Buzsaki

Faculty Professsional Guidance

Faculty Member

Chair

DAPC(Department

Appointments & Promotion

Committee)

Mentoring Champion &

Mentors• Promotion applications• 3-year & 6-year tenure reviews• Tenure applications

OMFD Activities• 2013: Required mentoring for Tenure Eligible faculty

– Submission of annual Mentoring Letters

•Fall 2014: Expansion of required mentoring to include Non Tenure Eligible (NTE) researchers who fall under Academic Excellence Committee (AEC) guidelines

•March 2015: Mentoring Workshop for NTE researchers–Attendees•NTE Assistant Professors (Research Educators (RE), Clinician Investigator Educators (CIE)•Lab Directors•Core Directors

•Summer 2015: Launching required mentoring programs for ‘Educators’–Faculty with substantive role in education of students and trainees–Faculty whose role in education is the basis for promotion

Overview: Mentoring TT Faculty

• Mentoring team of at least 2 tenured faculty

• Minimum 2 meetings / year– At least 1 of 2 meetings should be the team– Remainder can be meetings with individuals

• Focus on promotion metrics for – Investigator Educator (IE) – Investigator/Clinician/Educator (ICE) track

• Annual Mentoring Summary Letter– On file in central repository– Meeting with Chair for discussion of the letter, signing– Used for discussions & assessment of applications for promotion /

tenure

Overview: Mentoring Non TT Faculty

• Mentors– Can be a single mentor– Can be group mentoring, faculty development

programs, etc.

• Ideally 2 meetings / year

• Focus on metrics & career development for – Clinician Investigator Educator (CIE) – Research Educator (RE) track

The Mentoring ToolboxThe Faculty Mentoring Handbook

Catalogue of Faculty Development Resources

A Guide for Chairs

Templates for:Mentoring Encounters

Yearly LettersDepartmental Faculty Surveys

The Faculty Mentoring Handbook

  

Definition of a Mentor and Mentoring 

• What Does it Mean to Be a Mentor? Why Be One? The Mentoring Process

• Setting up a Mentoring Program Guide to Mentoring According to Career Path

• Mentoring On the Tenure Track• Mentoring Off the Tenure Track

 The Role and Responsibility of the Mentee Overview of the Promotion Process

Faculty Development Resources

A centralized catalogue & database of existing programs & resources available at the NYULMC

– Office of Sponsored Research(OSR) – Clinical & Translational Science Institute (CTSI)– Office of Developmental Learning (ODL)

• Developing mentors

• Developing junior faculty

• Leadership development and succession planning

• Developing as a researcher

Your Role as Mentee• Define expectations for yourself and your mentor

– Discuss these early in career (and frequently)

• Provide your mentor with information beyond your CV which will enhance the productivity of your meetings. – Your own vision, mission, or life goals

• Be respectful of time. – Agree on the frequency of meetings- you make the appointments

• Maintain a sense of humor and enjoyment

• Internalize positive and negative feedback– Expect to be held accountable to goals & deadlines—this is very valuable to you!

• Be grateful– Express thanks for the time & effort & expertise your mentor has voluntarily extended

Mentee Dissatisfaction?

• Mechanisms to provide feedback about the mentoring experience– To your Champion– To your Chair– In your 3-year and 6-year review documents (for tenure track)– In annual mentoring surveys

• Mechanisms to change mentors– Speak to your Mentoring Champion– Speak to your Chair– Speak to your DAPC Chair

In our mentoring program, which of the following are most important to you?

Answer Bar

Mentoring in research (identifying a project, project design and execution)

Manuscript preparation/writing/publishing

Guidance in obtaining funding

Interdepartmental opportunities in collaboration/team research with clinical and basic science colleagues

NYULMC or SOM networking (involvement in hospital/medical school committees such as medical school admissions committee, QA committees, etc)

International and national professional networking (involvement in professional committees, etc)

Planning long term career goals

People Management courses

Understanding academic tracks and the promotion process

Developing teaching skills

Learning time management

Balancing personal and professional demands

Effective communication with others

Understanding medical-legal issues in your practice

Tenure eligible

In our mentoring program, which of the following are most important to you?

Answer Bar

Developing a strong subspecialty expertise area

Mentoring in research (identifying a project, project design and execution)

Manuscript preparation/writing/publishing

Guidance in obtaining funding

Interdepartmental opportunities in collaboration/team research with clinical and basic science colleagues

NYULMC or SOM networking (involvement in hospital/medical school committees such as medical school admission committee, QA committee, etc)

International and national professional networking (involvement in professional committees, etc)

Planning long term career goals

People Management courses

Understanding academic tracks and the promotion process

Improving teaching skills

Learning time management

Balancing personal and professional demands

Mastering effective communication with others

Understanding medical-legal issues in your practice

NTT

Conclusion

• Mentoring is integral to the success of world class academic medical centers

• An effective mentoring program will benefit you and your department:– Providing a nurturing work environment– Advancing professional growth and achievement– Increasing career satisfaction of mentors and

mentees– Developing the next generation of leaders