CV Part 2: Revised Structure and Descriptions

July 22, 2022

The Yale-format CV Part 2 is a very important document used for reappointment and promotion review as well as mentoring and feedback. It has not been revised substantively in many years. A major goal of the 2022 revision is to reduce the length and synthesize the narrative descriptions to highlight more effectively the most important aspects of one's academic activities and reputation. In addition, the revised version provides improved opportunities to describe one's contributions to organizational and community wellbeing and climate.

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00:11I've had a couple people who can't
00:13come who asked if I could record that,
00:16so I'm going to try to do that.
00:19I don't know if you'll get a pop up that
00:21asks for your permission or not, but.
00:23If you do, I'd appreciate a
00:25you're giving the permission.
02:14Can people see my slides OK?
02:18OK, some additional people kind
02:21of join as we get started,
02:23but I I figured interested.
02:24Everybody's time I will do that.
02:26So the purpose of the presentation
02:28today as as you all know from my emails,
02:31is to walk you through.
02:34And if someone can mute,
02:36I think I can hear keyboard going.
02:39So the purpose today is to kind of
02:42walk you through the new CV Part 2
02:44and highlight important structural
02:46and content changes to what's a
02:48very important document in the
02:50reappointment and and promotion
02:52review process that because of the
02:55people on this presentation are I
02:57know are mixture of people who are
03:00going to be completing the CV Part
03:032 for the first time along with
03:05some people who have either already
03:07completed with it or are familiar with it.
03:09I'm going to make some references.
03:11To the prior version and at the end,
03:14I'll just show a couple of slides
03:17that kind of shows how you can kind
03:20of begin the conversion process.
03:22If you want to convert your CV
03:24Part 2 to the new format for for
03:27this upcoming review year.
03:29That is optional for people who already
03:31have a CV Part 2 if you don't have a CV,
03:34Part 2 developed yet I would just
03:37encourage you to move right into.
03:40Developing the new version.
03:41I've also posted in the chat a link to
03:44the section of the Office of Academic
03:46and Professional Development website
03:49that contains additional instructions.
03:51There's also a template for
03:54developing the new form,
03:55and there's also a guidance document
03:58for people around converting their prior
04:01CV Part 2 into the newer newer format,
04:04so I'm going to do is I'm going to
04:06go through some slides and and kind
04:08of walk you through the CV Part 2.
04:10We'll have time at the end for for
04:13questions and discussion about
04:15anything related to CV Part 2,
04:18and I think there will probably
04:19will be also a time that people
04:22have other questions related to the
04:24reappointment and promotion process,
04:26and if we do run out of time
04:28that people could just e-mail me,
04:29I'm happy to either answer questions by
04:32e-mail or set-up a separate zoom call.
04:37So as as many of you know or are
04:39learning in the process of learning,
04:41is the CB Part 2 is a companion document
04:46to the Yale format CV for people on
04:49the call who have not yet created
04:52a Yale format CV as you do that,
04:55you'll see that it's a very.
04:56It has a very specific,
04:57somewhat rigid format that's really
05:00kind of different from your usual
05:03professional resume or CV the CV.
05:05Allows you to provide listings of your
05:08positions and activities and achievements,
05:10but it doesn't allow you to provide the
05:13kind of explanation or detail that you
05:16might have on a full professional CV,
05:19and there's there's sort of additional way.
05:23There's there's a product on the
05:24OA PDI website which is called CV
05:27Builder that can actually help you,
05:29you know, convert your your existing
05:31resume into a Yale format,
05:34but the Yale CV.
05:35Part 2 is really a document that
05:37allows you to move beyond just
05:39sort of the listing of things,
05:41and to actually describe them in a
05:43way that tells your academic story.
05:45The structural changes that we made
05:49to the document are really meant to
05:52highlight your faculty story or or
05:55narratives more effectively and succinctly,
05:58and also to separate those narratives
06:00from the data that supports them.
06:03And for those of you who already
06:04have a CD Part 2, you'll you'll see.
06:06What that change that change looks like.
06:09There's also been an important content
06:11change which is meant to allow you to
06:14broaden your narrative descriptions to
06:16better highlight any of the contribute
06:19contributions that you've made to
06:21our organizational or community.
06:23well-being and climate.
06:26So the CB2 has actually not been
06:30revised substantively in many years.
06:32There have been some tweaks,
06:33but nothing substantive like the
06:36current one and the the reason.
06:38Part of the reason for the revision
06:40is that over time there's been
06:42concern expressed that faculty feel
06:44pressured to include a lot more
06:46information than they really need to.
06:48In this document,
06:49and also that a shorter or more
06:52or more streamlined version
06:53might be preferred to facilitate.
06:56More effective and efficient academic
06:58review or for for mentoring purposes?
07:01You know,
07:02in addition to the the burden that
07:04creating a 25 plus page CV, Part 2,
07:07which is sometimes not that unusual,
07:10I've reviewed a lot of them over the years.
07:13But in addition to the burden that puts
07:15on the faculty member who has to create it,
07:17that the length and level of detail
07:19of a document like that is also
07:21really a burden to the to the various
07:24departmental that medical school.
07:26And external referees who will
07:28be reviewing your dossier and
07:30completing your evaluation.
07:32And my experience documents
07:34of of of that length,
07:36create reviewer fatigue.
07:37And then when that happens,
07:39there's always the risk that they're
07:40going to miss or overlook,
07:42or just sort of glance over your more
07:45most important highlights or information.
07:48So a major goal of the revision is to reduce
07:51the length by removal of duplicative
07:54text across subsections, which we often.
07:57MC eliminate any sections or subsections
08:00that are really not relevant to what you do
08:03and focus the attention on the highlights.
08:07And the most important parts of your
08:09career rather than getting lost and and
08:11a lot of the minutia at the same time,
08:14we also wanted there to be better
08:16opportunity in each section to to highlight
08:19faculty contributions to organizational
08:21or community well-being and climate.
08:23And I'll get to that next.
08:26So, so there's a document on the
08:29OA PDI website that that is worth
08:31your you're looking at.
08:33We developed about a year or two ago and
08:36it summarizes the different activities
08:39and expectations accomplishments
08:41for faculty on different tracks,
08:43different ladder tracks,
08:45and you'll notice when you look at
08:47that that at the bottom of this.
08:50School of Medicine faculty metrics table.
08:52We have, we emphasize that really,
08:54regardless of the track or rank
08:57that you're on,
08:58that all faculty are expected to
09:00uphold the standards of conduct and
09:03the mission and values of the school,
09:05and also that there should be evidence,
09:08particularly at the time of promotion of
09:12continued contributions to the diversity,
09:14success and well-being of the
09:16academic community.
09:17So this is an expectation of faculty.
09:20All wrecks and tracks now evidence
09:23of excellence in this area doesn't
09:26substitute for the excellence in the more
09:29traditional domains of academic medicine,
09:31but it really can greatly
09:34enhance the review process.
09:36So as I as I walk through
09:38the CV Part 2 in in a minute,
09:40they're going to be many things
09:41that will look the same to those
09:44of you familiar with the form,
09:45although it's going to be
09:47presented as somewhat differently.
09:48For example,
09:49the clinical educational and
09:51research sections are still there.
09:54The most notable changes involve separating
09:58your material into two broader sections.
10:01There's going to be a section A that
10:04includes only narrative descriptions.
10:06Of your professional activities,
10:08and then there's going to be a
10:11Section B that includes the data
10:13that supports those activities.
10:15A related major change is word limits for
10:18the entirety of each narrative section,
10:21and another major change as I mentioned,
10:23is,
10:24there's now better opportunity
10:25to describe your contributions
10:27to organizational wellbeing,
10:29climate and culture.
10:32As will continue to be the case with this
10:35new version for those 3 overarching sections,
10:39the clinical, educational,
10:41and research scholarship sections,
10:43you should only you should really
10:45exclude anything that is not applicable
10:48to your faculty position tracker rank.
10:51You shouldn't feel like you should be
10:54writing something into each subsection
10:56just because there's one suggested there.
10:58So, for example,
10:59if people are who are on the research ranks.
11:03Or many traditional and investigator track
11:06faculty without clinical responsibilities
11:09just won't include a clinical section.
11:11And that's and that's to be expected.
11:13Likewise, clinical track faculty or voluntary
11:17clinical faculty with minimal research
11:19activities may omit or shorten those
11:22sections if they're if they're not relevant.
11:25And finally,
11:26you know many investigator track
11:28faculty don't do much in the way
11:31of didactic or clinical teaching,
11:33and so they may only summarize
11:34mentoring that they do.
11:36For example,
11:37of research trainees in their lab.
11:39So you definitely don't want to include
11:43sections and subsections and then
11:45have the word non applicable or non
11:48afterwards just remove the subsections.
11:50So this is just a slide to Orient you to
11:53what the prior CV Part 2 format looked like.
11:56There's sort of an open opening
11:59section on percent effort,
12:01followed by an introductory statement
12:03of 150 words and then followed by
12:06the the three sections that I just
12:08alluded to and and you'll note
12:10that each of those 3 sections
12:13has multiple subsections and,
12:14and this one slide doesn't list all of
12:17the sub sections that are under those.
12:20Umm?
12:21And each of those narrative sections
12:24within the clinical and educational,
12:27particularly other than that
12:29opening 150 word statement.
12:31Everything that came after that.
12:32There was no word limit to that.
12:34So that was a big piece of what
12:36we were trying to address in sort
12:39of breaking out the narrative
12:41portion from the data portion and
12:43streamlining and shortening both.
12:45So here's just a slide of what kind
12:47of a new version would look like,
12:49and the template that you'll find on the
12:52OA PDI website essentially looks like this,
12:55with some additional instructions on it.
12:57So there's this new section,
12:59a called narrative descriptions,
13:01and that only includes text as
13:04either full sentence paragraphs.
13:06Or if you're someone who likes to
13:09summarize things through bullets
13:11or some hybrid of kind of a a
13:14paragraph followed by bulleted lists.
13:16Or sub headings.
13:18That's fine,
13:19but section A should not include tables,
13:22figures or detailed lists in it.
13:25This should really be the story kind of
13:27of who you are and the various domains
13:29that you may be functioning within.
13:32All of that kind of more data
13:35list table information is going
13:37to be moved into Section B,
13:40and I'll go through both of these in a
13:43little bit more detail as I mentioned,
13:45so that.
13:46That opening introductory statement,
13:48which is now labeled overview of
13:50responsibilities and contributions
13:52that remains 150 words.
13:54There's another overview statement
13:55I'll get to in
13:56a minute. That's also 150 words,
13:58but then the the clinical, educational,
14:01and research sections all have
14:03a maximum limit of of 500 words.
14:06So if you are someone who's working,
14:09if you are converting and are
14:11someone working from a CD Part 2,
14:12that was 25 pages,
14:14there's going to be some.
14:17Some editing that that would be usually
14:19required to get that within the word
14:21limits and and that may be reason
14:23enough to not try to attempt it.
14:25If you're going up for a promotion this year,
14:27and that would be fine.
14:30So this I'm going to kind of walk
14:33through each of these sections briefly.
14:35The first introductory overview statement
14:38really remains unchanged from before,
14:41but it's been renamed overview of
14:43responsibilities and contributions,
14:45so for promotion to associate
14:47Professor and professor,
14:49this narrative needs to be a real as
14:51as potent of a statement as you can
14:54make about your area of expertise,
14:57reputation, or leadership.
14:58And and the extent to which this is
15:02recognized within Yale and beyond,
15:04Yale and the importance and impact
15:06of your work.
15:08So as I I like to tell people,
15:09this is not the time for false modesty
15:13or underselling it of yourself.
15:16It should read more like how
15:18you might describe yourself as a
15:20candidate for an award or a job,
15:22or a grant application that should
15:24be really a a really succinct,
15:27persuasive statement about
15:29about how great you are.
15:31And you,
15:32so you really want to emphasize
15:34the areas of work or specialized
15:35focus that you are currently.
15:37You know,
15:38significantly involved in or
15:39even lead in which you make
15:42a substantive contributions.
15:43And hopefully these areas are aligned
15:47with your your faculty track faculty track,
15:51and and where you're you know local
15:55or regional reputation or even
15:57national or international recognition
15:59and reputation may be strongest.
16:02So there's now this new overview
16:04statement of 150 words, and so,
16:07in addition to the the first one,
16:10which is,
16:11you know,
16:11describing your faculty excellence
16:13in the more traditional domains
16:15of academic medicine.
16:17This one allows you to describe yourself
16:19and the ways you make contributions,
16:21sort of beyond yourself,
16:23and to support the academic community,
16:26mission, and team.
16:27So this new statement provides
16:29you an opportunity to do that.
16:31They really call the reviewer's
16:33attention to your important work
16:35in that area and and you're asked
16:37to provide a a brief description of
16:39your most significant, innovative,
16:40or impactful contributions in
16:42really any of these areas listed
16:45in these three lower bullets.
16:47And this is not an exhaustive list.
16:51And I'd say if your contributions in
16:54this area are have been extensive or
16:57they've been particularly focused
16:58in one area, we encourage people to.
17:01Also, you know,
17:02go into a little bit more detail
17:04in one or more of the subsequent
17:07sections on on clinical,
17:08educational or research scholarship such as.
17:13So here's that just that placeholder
17:15slide for the for the new template.
17:18I'm just going to kind of walk
17:21through the the
17:22the three narrative sections.
17:25As I mentioned in the prior version,
17:27there was this opening 150 word
17:31introductory clinical narrative,
17:32and then you had a series of subsections
17:35which had did not have any word limits,
17:38and so now there is a single
17:40subsection that has a maximum of 500.
17:42Words, these are some suggested
17:46areas that you can write about,
17:49and they're very similar
17:51to the prior version.
17:53You don't need to use these
17:55subsection labels.
17:56These aren't required.
17:57You can create other ones if they better
18:01organize your clinical activities or
18:04area of expertise or reputation better.
18:07So these are really just suggestions.
18:10However you do this and and you also
18:12don't even need to use subsections
18:14if you're preferred and and or or
18:16if you're a faculty member who has
18:18fairly minimal clinical activities.
18:19This might be only 100 words section,
18:21so really just sort of write about
18:24sort of at a level of of what you do,
18:27but however you do it,
18:28this should really be kind of
18:30a higher level description of
18:32your major clinical roles,
18:33activities and expertise,
18:34and highlighting your your reputation
18:36and any leadership roles that
18:38you might have within or beyond.
18:40Yelp?
18:42And I just underline this new subsection.
18:45Again, this this is not a required one.
18:49But if the work that you're doing
18:52is particularly significant in
18:53the area of sort of community,
18:55well-being or health related activities,
18:58you can expand on that within
19:00the 500 word limit.
19:01So for example,
19:03if you took on additional responsibilities,
19:06either your your job position changed or
19:09you volunteered for things during COVID.
19:12You might.
19:13You might include that in ear,
19:15or if your work focused focuses,
19:17for example on promoting
19:19clinician well-being,
19:20you might include something
19:22about that in here.
19:24But again,
19:24if you don't do a particular activity,
19:25don't feel like you've got
19:27to write something about it.
19:29Likewise for the educational
19:31activities narrative.
19:32This will be a 500 word total description,
19:35either in the form of narrative
19:38paragraphs or bullets,
19:39or some combination that kind
19:43of pulls together your your
19:45educational activities and identity.
19:47The again the tables and lists
19:49of educational activities and
19:51mentoring that were in the prior
19:52version would not be included here
19:54and would be moved into Section B,
19:57which I'll go over in a in a minute.
19:59As with the clinical section,
20:01you can use these subheads if they are
20:04helpful for you to organize your narrative.
20:06Or you can create your own.
20:08However you do it,
20:09it again should remain focused
20:11on sort of the higher level or
20:13major educational activities,
20:15and and and roles that you have and not
20:18get into listing of people or classes.
20:21Here.
20:21We do encourage people if they
20:23if they if they like to include
20:26some statement about their
20:28educational or teaching.
20:30Philosophy,
20:30and it's a particularly if people
20:32are on that voluntary clinical
20:34track or on the clinician
20:35educator track where a big part
20:37of what they do is in the
20:39education domain is to reflect on that.
20:43It can include a statement of
20:44sort of how you approach the
20:46educational process in terms of,
20:48you know, promoting a positive,
20:50effective learning environment.
20:51Or, you know, working with
20:54diverse learners or or whatever.
20:57As with the clinical section,
20:59you also have the option of
21:01expanding on integrating a summary
21:03of any educational activities.
21:06For example,
21:06that might be related to
21:08promoting DEI or leadership and
21:11professionalism and education,
21:13or if you're involved in committees
21:15or advocating on behalf of
21:18underrepresented minorities who are
21:20trainees or faculty or an advisory
21:23roles is to call attention to that
21:26important work in this section here.
21:29And then the the research narrative is very,
21:33it's essentially unchanged from the
21:35prior version that that prior version
21:38actually did have a 500 word limit,
21:40and so that's still in place here.
21:43But these are the kind of the four areas
21:46that were in sort of in the prior version.
21:49And again, you can use these
21:51subheadings if it's relevant.
21:52Again.
21:53If you don't do a lot of research,
21:55this may be a very short.
21:57Section section,
21:58which you describe ways in which
22:01you facilitate other people's
22:02research or or other kinds of
22:05scholarship that you might be doing.
22:07The the the content change
22:09here is again if you.
22:10If you do, you know a significant
22:13amount of work research,
22:14scholarship.
22:15That's for example related to DEI
22:18or health disparities or promotion
22:20of inclusive research practices.
22:22You you could incorporate in
22:24here the major change for this.
22:27For those of you familiar with the
22:30prior version is the movement of the
22:33descriptions of those five papers
22:35out of this narrative section.
22:37And then moving that into section B.
22:42So let me transition to Section B,
22:45now briefly, and then I'll just show
22:47a couple of quick slides about the.
22:50You know the conversion process if if
22:54those brave souls who are willing to
22:55undertake that for this coming year,
22:57and then we'll just kind of open it up
22:59for whatever questions that people have.
23:03Right?
23:05So for those of you who have completed
23:09a prior CV, two in addition to moving
23:13that percent effort out of that, that
23:16sort of opening part of of that document,
23:20you would move that into section B.
23:23You then really would move as many
23:25of the kind of old tables, figures,
23:27reports, or structured lists from from
23:30those narratives into this document.
23:33So if you are.
23:35Completing this for the very first time,
23:37you don't need to do that crosswalk,
23:40but this would be the place where you
23:43would include sort of the data that
23:45is supports your narrative and and
23:48and the point of of doing it this way
23:50is we really want your external or
23:53actually internal or external reviewers
23:55to when they get through to your
23:58narrative statements to really have a
24:01very clear understanding of who you are,
24:03what you do,
24:04why the work you're doing is important.
24:07And then they can move into this section to
24:10look at data to just when they get through.
24:13They say, OK, Yep,
24:14I see the data there to support
24:16these wonderful things that
24:17they just said for themselves.
24:19So Umm,
24:19so we sort of put it here because
24:22we didn't want it to be interrupting
24:24the flow of the narrative as people
24:27pause to kind of go through what
24:29sometimes are very long lists of
24:31people that you've supervised or
24:33trained or very lengthy list of
24:35educational activities if they feel
24:37convinced by your presentation.
24:38They can kind of move through this
24:41section more quickly and then
24:43get started writing your letter.
24:45So I'm going to go through each
24:46of these fairly briefly and in
24:48the clinical data section.
24:50This can include some version of sort
24:53of a table of clinical activities that
24:56that was in the prior version of CV.
24:59Two can also include any clinical
25:02dashboards or reports that your
25:04department or your hospital
25:06generates for you in terms of.
25:08Either you know productivity measures or
25:12or other kinds of clinical activities.
25:15If your work in kind of quality improvement,
25:19for example,
25:19has been has been extensive and it's
25:22a big part of what you do rather
25:24than go into a lengthy narrative
25:26of that in section A,
25:27you might want to create a summary table
25:30for that and include that in here,
25:32so we encourage people to,
25:36you know, you know, use tables.
25:39That would summarize, you know,
25:40where they're working,
25:41how many hours you're working there,
25:43what types of patient populations or
25:45settings that they're working in,
25:47and then see if there are reports
25:49from your department or your hospital
25:52that can be generated and that can
25:54be just kind of pasted into here.
25:56The Educational activity section.
26:00Particularly for faculty,
26:01when getting engaged in a fair
26:03amount of this activity,
26:04this may be the section of your CV Part 2,
26:08Section B,
26:09which is going to have the
26:11most detailed information.
26:13So what we're tables two and
26:15three from prior CV, Part 2.
26:18If you are converting,
26:20you could just move them
26:22right into this section.
26:23So for those of you who are
26:26creating this for the first time,
26:27one of those tables focuses on more.
26:30Didactic seminar teaching,
26:31either as part of a course or
26:34occasional lectures that you do,
26:36and then another table is,
26:38is more for clinical teaching as
26:40as as an attending physician or
26:43for clinical supervision that
26:46you're doing for individuals.
26:49As well as you know precepting,
26:50or or mentoring trainees.
26:53Importantly,
26:53you know faculty should should only this
26:56is this is a change from the prior version.
26:59Should only include in the status section.
27:01Teaching activities that they've
27:03done from the past five years.
27:06We're discouraging people from providing
27:08a long list of things that stretch back.
27:121015 years will also discouraging people
27:15from listing every single one hour.
27:19Presentation that they do,
27:20particularly if it's the same
27:23presentation that you're delivering
27:24to repeated audiences over time,
27:27is to find some way to summarize
27:30that so that a reviewer will really,
27:32you know,
27:33see it and not get kind of lost
27:35in the weeds of that.
27:36This doesn't mean you can't describe
27:39the longer history of your your
27:41work in the educational domain,
27:44but what we're encouraging people to
27:46do is to incorporate that into the
27:49narrative section and to leave the
27:52data to be more of a a more recent.
27:55Kind of vintage so you could say something.
27:57I I have every in your narrative
28:00section you could say for the past.
28:02You know 10 years.
28:03I have provided clinical supervision
28:05to three to four residents and this
28:08you could all put all of that in the
28:11narrative section and then when you
28:13get into this data section you would
28:15just list particular individuals that
28:18you've supervised for the past five years.
28:22We also encourage people to be somewhat
28:26selective and who they are listing as being.
28:30They're being sort of a
28:32mentor or advisor for,
28:34so these really should be trainees or
28:36junior faculty or staff for whom you meet.
28:40You know fairly regularly,
28:41either in a clinical, supervisory,
28:43or mentoring or research advising
28:46kind of role,
28:48and we discourage people from listing
28:50every single person that they've met.
28:53With a couple times over the
28:54course of the year,
28:55or if you're a training
28:57director or coordinator,
28:59we discourage people from listing
29:01every single person that's been,
29:02you know, under your your training site,
29:05but really,
29:06focus on the ones with whom
29:08you've had a substantive role.
29:11You're not responsible for including
29:14teaching evaluations within Section BI.
29:17Just put this up there just as
29:19sort of a reminder that faculty
29:21will work with their department
29:23administrators in order to for us
29:26to pull teaching evaluations as
29:28part of the evaluation process.
29:31We we don't want people quoting
29:34teaching comments in their CV Part 2.
29:38As we will pull all of that
29:40and then reviewers,
29:41internal reviewers will
29:42be able to to see those.
29:46Likewise, you know if you've
29:48been involved in, you know,
29:50developing a a training program or
29:52developing a curricula or curriculum
29:54you may just want to put that in the
29:57narrative and really describe that.
29:59And but if you're someone who's been
30:03involved in developing multiple curricula,
30:05multiple training programs,
30:07you may want to develop a table for that,
30:10so I'd say really reserved the the
30:12table for for things that you sort of.
30:15And a lot of that's gonna help
30:17the reviewer to summarize those.
30:19And I see Carmen's got her hand up,
30:20so I'll just do one more slide and then I'll.
30:22I'll pause and open it up
30:24for questions before I do.
30:26Do a couple slides on the conversion process
30:29so the research Scholarship activity section.
30:33As I said before,
30:34that piece which was was used to
30:36be part of the whole narrative is
30:38going to be moved entirely here.
30:41You'll also supply up to,
30:44you know, five PDF.
30:45Papers and within this section there would
30:49be a short summary of that really highlights,
30:53sort of the significance or
30:54innovation of that work,
30:56or how it's a an important
30:59sort of representative piece of
31:01scholarship for what your area is.
31:0411 change we have made here is enforcing
31:07some word limits for those summary
31:10statements about your your papers.
31:12We want to.
31:13We don't want people just cutting
31:15and pasting the entire abstract.
31:17Into the below the citation and not go into
31:22the detail of findings and things like that,
31:24but to really keep it higher level in
31:27terms of the importance of of the work,
31:29it's how it's representative of your
31:32work and anything that's sort of
31:34innovative or or or seminal about it.
31:36You know,
31:37if the reviewers are really that interested
31:40in the details or the methodology of it,
31:42they're going to get the papers
31:43so they can look at the abstract.
31:45Or you know, some some external reviewers.
31:48Actually read all five papers.
31:49It's it's it's.
31:51It's very impressive.
31:52And and the other thing is just there.
31:54There was a section in the old
31:56version where you can have a,
31:58whether oftentimes be very lengthy,
32:00lists of collaborators or really
32:02encouraging people to stay more
32:05recent in their focus of of
32:07collaborators that they have,
32:09and particularly with external collaborators.
32:12We assume that most people have
32:14some level of collaboration within
32:16the Department of Psychiatry.
32:18So you don't need to go through and
32:20list every single psychiatry faculty
32:22member that you've that you've
32:24collaborated or Co written a paper on.
32:27This should really be focused
32:29a bit more on either important
32:31collaborations that you have with
32:35scientists and other departments
32:37in the school or or outside of you.
32:40So let me pause and harmonize here hand up.
32:43So if you want to jump in first and
32:45then we can take some other questions.
32:48Thanks
32:48and I was wondering about praise
32:51for lectures or presentations that
32:54were emailed directly to us from
32:56students or whatever organization
32:58we talked to that may not have
33:01made it to the department at large.
33:04Where do we collect those?
33:05Print them off, PDF them like?
33:07What do we do with all those
33:08emails and stuff?
33:09So I would say that for you to hold
33:13on to those until like this year
33:16as as you're you're being reviewed.
33:18Herman is to send those in to Stephen
33:22Healy and those will become part of
33:25the file that we keep for that so.
33:27And we do see this,
33:29you know our our faculty sometimes
33:31are teaching and and venues where
33:34the evaluations are not on bedbug.
33:36Whether it's at the VA or they're
33:38teaching over at the Department
33:40of Psychology at the university,
33:41or they're teaching out in the community.
33:44You know, so we will take really
33:46any kind of evaluations and
33:48incorporate that into the dossier.
33:51But we we sometimes will need to
33:53rely on you to send those in.
33:57OK, so just to clarify,
33:58each individual e-mail of kudos
34:00gets forwarded to Stephen Healy.
34:04I would say as as we're like as
34:06we're saying now you know we are
34:09beginning your review process.
34:10I would put all of those.
34:12I would, you know,
34:14put those all up together in some
34:16way into one document and send those.
34:18Send those into Steven as sort of a packet
34:21of evaluations that you've collected.
34:23So if you've either gotten those as emails,
34:25or sometimes people go out to a community,
34:28you know clinical agencies in
34:30the community and do talks,
34:32and they bring their own.
34:34Kind of home developed evaluation form
34:36that they they have people sticking
34:39an envelope at the end collect.
34:41You can send,
34:42you know you can PDF those and
34:44send all of those in into Steven.
34:46But no,
34:47we ask not that every single one gets sent.
34:51Conglomerate got it thanks.
34:57Questions about kind of what
34:59I went through and also pull
35:01up a couple more slides if
35:03people don't have that, but.
35:05Two days probably better.
35:07Yeah, go ahead. Hi,
35:09thank you so much for having
35:11this information session.
35:13My name is Hujiang and I'm doing
35:15research so I'd like to know
35:17a little bit more about this
35:20contribution to diversity success.
35:22well-being of the community,
35:24what's the scope and could
35:26you give the example and how
35:28much weight does this section
35:29carries compared to my research?
35:32Thank you
35:33so I would say that all of that enhances.
35:38What you're already doing,
35:39so you know if you've and and again
35:42this is a fairly recent development,
35:45I would say that the department
35:47and the school school overall is,
35:50is hoping that over time this will
35:53become a bigger piece of what we all do.
35:57But we are. I mean, this is the
35:58first year this is appearing in it,
36:00so if you've not had you know any
36:03involvement, for example, in a you know,
36:06DEI committee or anti racism or some other.
36:09More what might be called by
36:11traditionally kind of service
36:12oriented committee or whatever.
36:14I I wouldn't worry about that,
36:16it's it's it's.
36:17It's an evolving field.
36:18But if you do do that,
36:19we really encourage people to highlight it
36:22because it it really enhances you know.
36:25So I again this is.
36:26It's really.
36:27I'm glad the I mean our department
36:30did it first last year by having
36:33optional statements that people
36:34could include with their materials.
36:37So I'm I'm really happy.
36:39The medical school is now
36:41adopted this as being part of the
36:43documents across the school,
36:45but it's you know it's it's going to
36:48be a work in progress and it's also
36:50going to be a work in progress with
36:52review committees for helping them.
36:54You know,
36:55understand the value of this
36:56and you know it's you know some.
36:59Some academic institutions sort
37:01of considered you know service,
37:03work and and other kinds of work
37:05related to organizational well-being
37:07is sort of being the fourth leg.
37:09Of the academic medicine stool,
37:12I'd say Yales and other institutions
37:14are not at that same level,
37:17although they value it.
37:18So at this point it's sort of
37:21an enhancement to the more
37:23traditional academic domains.
37:24OK, thank you Kristen.
37:26I saw your hand up.
37:28Could you go over the uh percent effort
37:30section and section B really quickly?
37:33Hopefully.
37:37See if I can.
37:47So Sam, just as a general clarification,
37:49are you going to be sending us these
37:51slides along with the video of today's
37:53can do that? Or we may end up?
37:57I need to talk with them.
37:58Chris Gardner about whether we
37:59want to maybe just try to put
38:01this up somewhere on our website,
38:03but it is going to make its
38:05way up onto the OA PD website.
38:11Alright.
38:14So this this is actually
38:16the the old CB2 version,
38:17but it's it's essentially it would
38:19be the same as as with the new one.
38:21So what we ask people to do
38:23is to kind of break down,
38:25take a take a look at their work
38:28week and and also in consideration
38:30of where their sources of salary
38:32support come from and provide an
38:34estimate of sort of what percentage
38:36of their time is spent in clinical,
38:38educational or research
38:40scholarship activities.
38:44So for for so the reason I mentioned,
38:46sort of the sources of salary
38:48support is that if you are primarily
38:52funded by research dollars,
38:54the percent that you list here doesn't
38:56need to be exactly the same percentage
38:58as as as what your salary is supported at.
39:02But it should be pretty close.
39:04You shouldn't have sort of 80% grant support,
39:08and then you're listing 80% clinical
39:10activities of 20% a researcher scholarship.
39:14So, so this should be close to
39:17actually how you spend your time,
39:20but being mindful of where the
39:22actual revenue is coming from to
39:24support your activities you know.
39:26So for example,
39:27very few people other than those
39:29who are in educational leadership
39:32positions have any salary support
39:34for their educational activities.
39:36And yet most you know you know,
39:38for example,
39:39a clinician educator,
39:40track faculty might list educational
39:43activities as being 20%,
39:45even though they don't have salary
39:47support for for what they're doing,
39:49so it's it's understood that those
39:52those educational activities are
39:55either occurring concurrently
39:57with your clinical effort,
40:00or you're just finding extra time,
40:02and you're already busy day to
40:04be doing your educational effort.
40:05I don't know if that.
40:06Answered your question.
40:07Yeah, so I guess as someone
40:09who is research track,
40:10do you need to list the amount of
40:12effort on each grant in that section
40:13or is that much more of a kind of?
40:16No no, so so yeah. So so the reviewers
40:18will see that on your CV they'll be able
40:21to look through and see your active
40:23grants and see you know, kind of what
40:25what you're doing on each on each one.
40:28So this would essentially I'd say,
40:30total it and you know you know up
40:34and listed as one percentage there.
40:38You should not list.
40:39Even if this were the case that you have,
40:42you know some people,
40:44people sort of like I know out at the VA.
40:47We've got clinical activities and
40:49yet they've got more than 100% of
40:52their salaries actually supported
40:54through research dollars.
40:55It's it's kind of complicated,
40:57so you you you don't want to have
40:59the percentage be above 100%.
41:03But again,
41:04it's you sort of add it up and
41:06then you know try to get it to
41:08be some semblance of a kind of
41:10how your your real life,
41:12your real academic life gets divided up.
41:16OK, sounds good, thanks. Can I ask?
41:18Actually a question related to that.
41:20Is this supposed to reflect like the last,
41:23let's say year?
41:24And I'm curious specifically in cases where,
41:27let's say over the course of,
41:28say, five years, different years
41:30have had different backgrounds.
41:32For example, I do teach and get paid for
41:36teaching and the undergrad side of things,
41:38and that is something I do every
41:41other year and so do I average?
41:42Do I average over how many years?
41:44How does that work?
41:46And I would say if if you know
41:48kind of fluctuates a bit a bit
41:50from year to year, I would.
41:52I would average across that you.
41:55Sometimes we do encourage people when
41:57there's been a really a significant
42:00shift and and what they're doing.
42:02So so an example of this would
42:05be someone who, let's say,
42:07has had a career award for
42:08the first part of their term,
42:11and they were covered.
42:12You know 75 or 80% on a career award,
42:15and so they listed research.
42:1780% let's just say 10% education,
42:1910% clinical and then for the
42:22second-half of that the career
42:25award expired and and it did not
42:27get replaced with some kind of
42:29our funding and so they ended up
42:32picking up a significant amount
42:34of clinical duty and you know,
42:36sort of goes from 80% research
42:39to 80% research.
42:41That's an extreme version,
42:42but you know, if things are flux.
42:45If if something happens where?
42:47There's a shift in, let's say,
42:49greater than you know,
42:5015 to 20% of effort and something,
42:53and that's going to be sustained.
42:55Then you can have sort of two sections.
42:57You'd say you know 20 to you know 2018
43:00to 2020 is this and then 2020 to present?
43:05It's this.
43:06The the the main point of that doing
43:08it is is so that your reviewers,
43:10when they look at at at it,
43:12they don't look at it like say I
43:14don't understand the percent effort
43:16here because it doesn't look like
43:18the same as what their CV reflected,
43:20so it's it's mostly just to
43:21give them a heads up.
43:22That,
43:23and we also encourage people
43:24in the narrative to you know,
43:26if you've had a a shift in direction
43:28or or or whatever is to put that you
43:31know in your narrative, you know,
43:33don't don't try to hide it because reviewers.
43:36They they see it and and you just sort of.
43:38It's it's part of your part of
43:42your academic story.
43:43OK,
43:43thank you.
43:48Other questions, do people have?
43:54Adam.
43:58You're still on mute.
44:01I was saying thanks.
44:02Thanks again for doing these sessions.
44:05Yeah, I I I missed the first few minutes
44:08and I you you alluded a few times to
44:12like if you undertake this conversion.
44:15So I I think you're saying that if
44:18if if we have a sort of functioning
44:22you know non converted CV two.
44:24Is it also an option to?
44:27Keep it in that format.
44:28If we're going up for if we're submitting
44:30promotion materials at the end of the month,
44:32or I guess by August, yes.
44:35This is for this coming academic year.
44:39It is totally optional for people who
44:41already have CV Part 2 on whether
44:44they want to convert it or not.
44:46So I I would.
44:47I mean, everybody's very busy and
44:49unless you felt that it would be
44:51to your advantage to go with a
44:54more streamlined model, I would.
44:56I would.
44:56I would recommend that you stick with
44:58what with what you have for for this review.
45:02And are there any?
45:03I mean with that in mind, are there any?
45:05I know that's one of the things seems
45:07to be as short and certain sections,
45:09so would you still give it
45:13advice to when possible?
45:15Kind of cut down on.
45:17On narrative.
45:19Yeah,
45:20I I should also say for for
45:22those of you who are kind of
45:24doing this for the first time,
45:25I'm I'm I'm fairly involved and and
45:28are willing to be very involved
45:31with with you and kind of looking at
45:33your materials and kind of giving
45:35you comments and feedback on that.
45:37So I do try to say gently in my comments.
45:40Things like you've already said
45:43this sufficiently before and
45:45depending on how tired I am,
45:48it may sound a little more.
45:49Marky,
45:50that it needs to be but but that's
45:53really designed so that you're
45:56reviewer doesn't have that reaction
45:59because you know sometimes you know
46:01the same really important thing that
46:04you've done kind of reappears two
46:06or three times in the CV Part 2 and
46:09and and reviewers get tired of that,
46:11so my recommendation is to
46:13find the right place,
46:15preferably earlier in your narratives
46:17where you're going to say and talk about.
46:20That really important thing that
46:22you did and then just let let that
46:25be there and not not remind your
46:27reviewer of of of that overtime.
46:30Yeah,
46:30thank you.
46:44Let me just I'm going to just screen share
46:47the just the last couple slides which are.
46:51Just related to.
46:54The conversion process.
46:56But if you did want to convert it.
47:01You already had one that was developed.
47:03What I would recommend that you do
47:05is you go on to the OA PD website.
47:08And what what?
47:10I ended up doing in there was.
47:12What did I do?
47:15But I ended up doing doing and there was.
47:19I took the old CV2 instructions,
47:22which is this lengthy document
47:24with examples and stuff like that.
47:27And I added in a bunch of track
47:30change comments that are along
47:32the lines of these slides,
47:34which is just things like saying,
47:36you know, move this to section B support.
47:39Kind of pointing out these areas where
47:43you know something has been changed.
47:45This introductory narrative description
47:47is now actually two separate descriptions.
47:50One of your responsibilities and
47:52contributions, the others your
47:54contributions to to the Community,
47:57and then likewise for here.
48:00You know there.
48:01You'll see these track changes
48:02in that in that Word document,
48:04which you'll say things like,
48:06you know, move these tables
48:09into the supporting section.
48:11Combine these these areas you know,
48:15and.
48:15So I I did work and I actually actually
48:18send this out with with a faculty
48:20member who got reappointed this past year.
48:22I was with Amber Childs.
48:24I sort of worked with her and we did.
48:27Kind of a conversion from old to
48:29new and and so one of the things we
48:32did was we essentially just first
48:34moved all the tables into section
48:37B and then we pulled all of the
48:40narrative subsections together into
48:42one thing and then tried to reorganize
48:44that and then and then reduced.
48:46The length,
48:47which is hard to do when when when you,
48:50you're doing a lot in a particular area,
48:53so I think it it ends up looking
48:55better and more streamlined
48:57and succinct and your viewers,
48:59I think, will like you more because
49:02it's more succinct.
49:02But it's it's.
49:03It's hard to do to to kind of get it down.
49:05It's sort of like, you know,
49:07remember, we transitioned from being,
49:09you know,
49:1025 page NIH grants down to a 15
49:13just sort of for whatever forces
49:15you to be more succinct.
49:17Likewise,
49:18within the educational activity sections,
49:20you know these tables of
49:22you know classroom teaching,
49:24clinical teaching, mentoring,
49:25all get moved out into section,
49:28Section B,
49:29and then you kind of combine these
49:32other areas and kind of move
49:34them all together and then.
49:36Work to do that.
49:37This one stayed pretty much the same so.
49:42But if if you are anyone who wants
49:44to attempt that, I'm I'm very happy
49:47to work with you on that on that
49:49translation process this year.
49:54Oh, thank you. That looks like I did.
49:57Thank you Kiki. I did not hit return
49:59when I sent that link out before.
50:06We've got like 10 minutes left.
50:08Do people have questions kind
50:10of beyond CD Part 2 about.
50:14This whole process that you're
50:16you're undertaking, particularly,
50:17and again, I'm happy to meet with
50:19people individually to kind of walk
50:21them through that if they like.
50:23But are there, you know,
50:24questions that that people have about.
50:27About this or kind of what happens next.
50:42Hi, no question again.
50:43So I have a four I I will be
50:46reviewed for a promotion.
50:48Could you just briefly explain what's
50:50going to happen after I submit this?
50:52Say my CP in August
50:56so we would get your CB&amp;CB Part 2
50:59and then sometime over the summer we
51:02would have is usually a fairly short
51:04discussion within the Executive Committee
51:07of the department which is about 10.
51:1010 people representing you know different
51:12areas of the department's mission,
51:15and that discussion is is really about.
51:18Do we think you are ready to
51:21be reviewed for promotion?
51:23Sometimes people have to be reviewed
51:25for promotion because they're on a a
51:27track that has a very strict timeline.
51:31Other people may not need to be promoted.
51:34Promoted just yet.
51:35If they're not ready,
51:36so we have that conversation.
51:38And then if if that conversation is sort
51:41of green light on kind of moving forward,
51:44we then usually this happens
51:47sometime in September or or October.
51:50Your your your two material,
51:53your CV and CV part to our our presented
51:55to the broader group of senior faculty,
51:58which is professors or
52:00any associate professor.
52:02Tenure in the department and
52:04there's a a short presentation.
52:06And then there's a vote on whether to go
52:08and solicit external letters of reference.
52:11So usually I'd say if the
52:15executive committee says yes,
52:17we think they're ready.
52:19I usually then over the summer begin
52:22working with you around beginning
52:24to develop that referee list.
52:27Since you're not the one who contacts
52:29those people, the department does.
52:30Or if you're going up for Professor.
52:32That the medical school actually does.
52:34The Dean's office does,
52:36but you work together.
52:37You know,
52:38with me and with your mentors to come
52:40up with a list of referees so that then,
52:43when our tenured faculty committee
52:46meeting meets and votes to move
52:48forward with with the letters,
52:50we're ready to go out with your materials
52:53and and and do that over the fall.
52:57If all goes really well.
53:00In terms of letters coming back,
53:02we are ready sometimes by Thanksgiving
53:07for to have a department vote on someone,
53:11I'd you know,
53:12getting people to write letters,
53:14particularly if they are what
53:16are considered arms length letter
53:18writers is sometimes a challenge,
53:21so it's not unusual for us to be more
53:25January, sometimes even February,
53:27before we get all the letters back.
53:30And then that same tenured faculty
53:33committee group reconvenes.
53:35A A small you know ad hoc or what
53:39colleges sometimes will call an
53:41ad personam committee will form,
53:44review your materials and then write
53:46a report and that gets presented
53:48and formally voted on.
53:49And then you move over to the
53:51medical school for a couple of
53:54committee reviews over there,
53:55one which is more important than the
53:57other that the second one is important,
53:59but it's it's more pro forma
54:01than anything else.
54:04So I have follow up questions there,
54:05then over the long several
54:07months of the process,
54:09things also changes the public some.
54:12I may have some new publication new Grant.
54:14Can I add this along the process?
54:18Or once I submit all the material
54:19in August and that's it?
54:22So there's the official answer to that.
54:24And then there's the
54:25unofficial answer to that.
54:25The official answer to that from the
54:27medical school is sort of once your
54:29materials go out to your letter writers
54:31that should like freeze it in time.
54:33I we never follow that. So what?
54:37What I try to do is when you are.
54:43When you're going up for the a next may,
54:46particularly when you've made it
54:48through the department review I,
54:50I almost always reach out to people and say,
54:53you know, things went, you know really well
54:55in the department review we're sending
54:56your materials over to the medical school.
54:58Can you revise your CV with
55:00and you don't need it?
55:01It's really you know.
55:03Particularly important if,
55:04if a grant is now pending,
55:06rewarded for a major paper has sort of
55:09come out, it's probably less important.
55:12That you're updating every you know,
55:14scientific conference presentation
55:16that you're doing,
55:17or if you've joined the committee.
55:18But the big thing you know invited talks,
55:21grants, received,
55:22or pending important papers that
55:24your first or last author on those
55:27we definitely want to have put
55:29in place just to make your cases
55:31as strong as it can be when it
55:33goes over the medical school.
55:34Yeah, Allison.
55:36We also have the opportunity.
55:39Before we you go out for
55:41letters to update at that point,
55:43because that seems like an important
55:45moment as well. Yeah,
55:46and and what I ask people to do is is
55:50sort of as we're going back and forth
55:52which which we will on your CV and CV.
55:55Part 2 is to let me know when there
55:57are situations where there's something
55:59potentially major that you're waiting
56:02on so you know a grant that's been,
56:05you know, submitted for.
56:06A paper or or kind of a book or
56:10something like that that you think
56:12you will know about in the fall.
56:14I'll just say just, you know,
56:16as soon as that happens let me know.
56:18And then depending on where
56:20we are in the process,
56:21if that's happened before we go out
56:23for letters, we'll update that,
56:25but we don't.
56:26Once we go out for letters,
56:29we don't update material that then goes
56:31back out to those letter writers just
56:33because it's too confusing for them.
56:36So there's.
56:38It it sort of once we initiate
56:40the next phase,
56:41things are sort of frozen and
56:43then try to open the door before
56:44we go into the next phase.
56:46For any other updates.
56:50I don't know if that makes sense.
56:52Didn't Sam our our letter
56:55writers from outside of Yale only
56:58or primarily or also within Yale and just.
57:02Wanting to think about that.
57:04And which track and rank
57:06you're going up for, you, you.
57:08You will typically need some number
57:11of arms length, letter writers,
57:13and so those are going to people be
57:16people from other universities or some
57:19some cases research institutes who
57:22you've not published with recently or
57:24been in a on a grant with or, you know,
57:28have some kind of active collaboration with.
57:32Or you were their trainee or
57:35or something like that so.
57:37So we need a certain number of those
57:39to varies from from track and rank,
57:42and then there's a certain number which
57:44are called non arms length letters and
57:47those can be people from the outside too,
57:49but they may be people that you've
57:52published with in some way or you know
57:55they were your your your former mentor.
57:59Before you came here,
58:01but you can also some of the non arms
58:04length referees can be from people within
58:08Yale but cannot be from psychiatry.
58:10So if in your work you know
58:13you're say you're out of the VA,
58:15it's a certain amount of your work
58:18that you're working with faculty
58:20who are an internal medicine or
58:22young New Haven you're working with,
58:23people in Pediatrics or the
58:25child Study Center you can.
58:27Those people can be letter writers for you,
58:30but they're considered non.
58:31They're considered non arms length only
58:34because of you're at the same institution.
58:38Great, thank you.
58:43Sam, I wonder if you might be willing to die.