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Potential Components of a Professional Development Plan

Promotion and Review Process
Professional and Career Development
Work Life Integration/Personal Issues

Promotion and Review Process

  1. Is the mentee on the correct career-track?
  2. What are the criteria for promotion and tenure (if applicable)?
  3. Is the mentee eligible for tenure?
  4. Are there informal as well as formal criteria for promotion?
  5. Who does the mentee speak with in their department for promotion timelines and expectations?
  6. What information should the mentee save for their promotion packet? Are some things too trivial?
  7. How much time and effort should be invested in non-revenue generating work i.e. teaching, speaking at conferences, administrative work
  8. What is the mentee's timeline for getting promoted?
  9. What goals and objectives should the mentee include in their annual survey?
  10. Are salaries raises and FTE changes negotiable during promotion process?
  11. Where are the Promotion and Tenure policies posted?
  12. What is the annual review process?
  13. What types of raises are available and how are these raises determined?
  14. Can you request performance feedback from supervisors, colleagues and work teams?

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Professional and Career Development

  1. What is the percent effort distribution of the mentee?
  2. What are the most pressing needs of the mentee?
  3. What are the preliminary career goals of the mentee?
  4. What faculty development opportunities are available within the institution?
  5. Can the mentee negotiate for time to pursue extended professional development opportunities?
  6. What external professional development programs exist?

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  1. What professional organizations should the mentee join?
  2. How does the mentee find out about conferences, meetings and symposiums? How do they get invited to present?
  3. How can a mentee find out about, get nominated and win fellowships, awards and prizes in their field?
  4. Are there any internal groups that can assist with mentee's research and/or clinical interests? Are there any external groups?
  5. What groups are there in the community that may be applicable to the mentee's personal interests i.e. play groups, exercise groups, singles groups, Toastmasters?

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  1. How is scholarship defined? Per the promotions & tenure guidelines (,%20Promotion%20and%20Tenure%20Policy-Oct%202011.pdf): Four categories of scholarship are recognized:
    • Discovery: traditional scholarship involving research.
    • Integration: critical analysis and review of knowledge, including creative synthesis of views and insights regarding the original work of others.
    • Application: applying knowledge in the solution of problems such as in the clinical arena.
    • Education: the process of education, not limited to excellence as a teacher.
  2. How should co-authorship be handled on a manuscript or other publication?
  3. What are the best journals in the mentee's field?
  4. How often should the mentee submit publications?
  5. Discuss institutional resources to assist with manuscripts, articles, etc
  6. What is the best way to solicit feedback on a publication?
  7. Is collaborative work encouraged by the institution?

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  1. What is included in a teaching portfolio?
  2. What is the difference between 'teaching portfolio' and 'portfolio of educational achievement'?
  3. How much teaching does the mentee need to do?
  4. What will the mentee be expected to teach?
  5. Are some types of teaching more valued than others?
  6. Is it good to develop a new course? If so, how much time should the mentee devote to this?
  7. What documentation related to teaching should be prepared by the mentee?
  8. How will the mentee's teaching efforts be evaluated?
  9. How can mentee improve his/her teaching effectiveness?

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  1. Who should the mentee contact with questions about IRB, clinical trials and intra/extra-mural grants?
  2. What resources are available for locating grant funding?
  3. Are there any resources available for those who need grant writing assistance?
  4. Can clinical faculty negotiate for research time? What terms should be included in the negotiation?
  5. Is research support staff available to clinician researchers?
  6. How does the mentee assemble a research team?
  7. How important is presentation of research work?
  8. Are translational research opportunities available?
  9. Do the mentee's research interests mesh with the departmental expectations?

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  1. Are there any clinical administrative issues (e.g., staffing) that need to be discussed?
  2. Are there any concerns with clinical operations?
  3. Are there any concerns or issues with patient care?
  4. Are there any ethical dilemmas that need to be discussed?
  5. Are there items for discussion regarding RVUs?

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Work Life Integration/Personal Issues
Discuss strategies to assist with integrating personal and professional life

  1. Where can mentee go to get assistance with personal problems?
  2. What are the family and medical leave policies? Where is this information located?
  3. What are the institutional sexual harassment policies?
  4. What is the policy for resolving departmental conflicts?
  5. Is there an ombudsman available to resolve faculty conflicts that cannot be dealt with at the department level?
  6. What resources are available for the mentee if involved in a legal issue?

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  1. What departmental and institutional committees would be useful for the mentee to participate on?
  2. Which committees should the mentee avoid or engage in later in career?
  3. How much service work should the mentee engage in?
  4. How important is community service to the institution?
  5. Is service work outside the institution valued/expected?
  6. Are there professional committees and/or boards that the mentee should participate in?
  7. Should the mentee get involved in reviewing papers/proposals? How much reviewing is reasonable?
  8. Should mentee get involved in review boards or journal editorial work?

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Quick Reference

Evelyn Anthony, MD
Associate Dean for Faculty Affairs
Shannon Suggs
Program Coordinator

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