Faculty Development Feedback and the FDAQ Process

Transcript

• 00:00So welcome, everybody.
• 00:02Thanks for joining us for
• 00:03the OAPD workshop. We're getting
• 00:05into the time of year
• 00:06where it's not just general
• 00:08resources that we really try
• 00:09to bring to you that
• 00:10we hope will be of
• 00:11use, but we're really trying
• 00:13to, think about things that
• 00:15are timely and probably in
• 00:16most of your laps as
• 00:17the FDAC that either you've
• 00:19done recently or you're
• 00:20about to do. And this
• 00:22will be great review to
• 00:24talk about that, to get
• 00:24everyone going on it. And
• 00:26And it's great. Today, we
• 00:27have, Keith Choate and Nick
• 00:29Lick to tell us more
• 00:30about it.
• 00:32So please,
• 00:34thank you for joining us.
• 00:35Thanks for invitation, John, and
• 00:37thanks to everyone,
• 00:39for joining us today.
• 00:43When the dean charged a
• 00:45working group with developing the
• 00:46FDAC, I think that we
• 00:48recognize that there is a
• 00:49disconnect
• 00:50between the mentorship that was
• 00:52perceived to be received by
• 00:53faculty
• 00:54and the mentorship that leaders
• 00:56within departments thought that they
• 00:57were giving. And so
• 00:58what the, committee sought to
• 01:00do ultimately was to create
• 01:02a tool
• 01:03that would provide a platform
• 01:05to facilitate effective career development
• 01:07conversations. That is to collect
• 01:08the data that would help
• 01:10people to talk about the
• 01:11different domains of their
• 01:13of their life.
• 01:16The underlying goal is to
• 01:17ensure that faculty feel known
• 01:19by departmental leadership.
• 01:20The goal was to ensure
• 01:22high quality mentorship and to
• 01:23promote sponsorship,
• 01:25and these were all purposes
• 01:27that we held front and
• 01:28center as we developed the
• 01:30FDAC process.
• 01:33So we launched a pilot
• 01:34in January twenty twenty two
• 01:36across twelve departments.
• 01:37We learned a lot from
• 01:38that process. We streamlined the
• 01:40form. We made it more
• 01:41responsive to both faculty and
• 01:43department leader requests, and it
• 01:45was launched across all departments
• 01:47starting in fall of twenty
• 01:48twenty two.
• 01:49In FY twenty five,
• 01:51two thousand five hundred and
• 01:52three, latter faculty were invited
• 01:54to participate.
• 01:55Six hundred seventy eight of
• 01:56them went through two stage
• 01:57review where they met with
• 01:58a mentor or mentorship committee
• 02:00before meeting with their, departmental
• 02:02leader.
• 02:03Two hundred forty faculty served
• 02:05as a reviewer in the
• 02:06first stage of two stage
• 02:07review. A hundred ninety one
• 02:09faculty served as department leader
• 02:11reviewer. And so you can
• 02:12see that this is a
• 02:13really sort of massive effort,
• 02:14on the half behalf of
• 02:16both our faculty and the
• 02:18leadership of departments.
• 02:20Ninety six percent of faculty
• 02:21completed the FDAC forum, and
• 02:22of those,
• 02:23nearly ninety nine percent had
• 02:25a meeting with their department
• 02:26leader in FY twenty five.
• 02:28We also piloted the FDAC
• 02:29with research track faculty,
• 02:31and in FY twenty four,
• 02:33it was launched across all
• 02:34departments for research track faculty.
• 02:37So,
• 02:38ladder track faculty are required
• 02:40to complete the FDAC form
• 02:41and to meet with their
• 02:42department department leader.
• 02:44Research track faculty,
• 02:46participation is not mandatory but
• 02:48encouraged. Research track faculty who
• 02:50choose to participate meet with
• 02:51their PI
• 02:53and a member of the
• 02:54departmental leadership team.
• 02:56In November,
• 02:57on November third, the FDAC
• 02:59opened for all YSM departments
• 03:00and sections.
• 03:01February second is the deadline
• 03:03for all faculty to complete
• 03:04their FDAC form. So if
• 03:05any of you who are
• 03:06on this call haven't completed
• 03:07your FDAC form, it's not
• 03:09that hard. We'll talk about
• 03:10the things that you need
• 03:11to put together so that
• 03:12you can get to work
• 03:13on it.
• 03:14March sixteenth,
• 03:15is the deadline to complete
• 03:16first stage review.
• 03:18This applies only to those
• 03:19who are participating in a
• 03:20two stage review process.
• 03:22June first is the deadline
• 03:23for department leader, NPI review,
• 03:26and June thirtieth is the
• 03:26closing date, for this year's
• 03:26administration. So if you'd like
• 03:27to
• 03:32So if you look at
• 03:34the FDAC survey itself, it
• 03:36consists of six six different
• 03:38sections that have questions that
• 03:39are associated.
• 03:40The first is about data
• 03:41collection.
• 03:42It asks people to provide
• 03:44their CV, NIH biosketch, description
• 03:46of activities or CV two.
• 03:48It asks them to state
• 03:50their accomplishments
• 03:51over the prior year, again,
• 03:52to frame the conversation with
• 03:54mentors and department leaders,
• 03:56and to think about those
• 03:57accomplishments and short term goals
• 03:59in terms of their long
• 04:00term goals.
• 04:01Short term goals,
• 04:03are asked in terms of
• 04:04a timeline and to consider
• 04:06whether there are obstacles to
• 04:07completion.
• 04:08We ask about mentoring relationships
• 04:10in a stage appropriate way.
• 04:12We ask if individuals have
• 04:13questions about promotion and their
• 04:15preparation relative to that. Then
• 04:17we address questions of satisfaction
• 04:19and inclusivity.
• 04:21So,
• 04:22departments had the option of
• 04:23doing a two stage review
• 04:24where initial review is completed
• 04:26by a mentor, mentorship committee,
• 04:27or division chief who provides
• 04:29feedback to departmental leadership prior
• 04:31to the final meeting.
• 04:33But the general workflow is
• 04:34that an email goes out
• 04:35from REDCap faculty complete their
• 04:36form.
• 04:38They meet with departmental leadership.
• 04:40The departmental leadership completes a
• 04:42form summarizing the meeting, and
• 04:44faculty ultimately acknowledge,
• 04:46that the meeting has occurred
• 04:48and receive a survey to
• 04:49provide feedback about the process.
• 04:51I will say that this
• 04:52year, we're really doubling down
• 04:54on faculty feedback because the
• 04:56only way that the FDAC
• 04:57improves
• 04:58is if we get feedback
• 04:59from faculty about the areas
• 05:00that they think it's working
• 05:02the best and areas for
• 05:03improvement. And it is an
• 05:04iterative process, and we make
• 05:06changes to the form on
• 05:08a yearly basis.
• 05:10So when you log in
• 05:11to the FDAC, these are
• 05:12the initial,
• 05:13fields that people will see,
• 05:14and they're prepopulated
• 05:16with name, net ID, email
• 05:17department,
• 05:18and rank.
• 05:22Teaching evaluations. So, academic year
• 05:24twenty five clerkship and pre
• 05:26clerkship teaching evaluations from MedHub
• 05:28and Blue Dogs only are
• 05:30uploaded into FDAC. Faculty can
• 05:32view the evaluations via an
• 05:34embedded link.
• 05:36They still have the option
• 05:37to upload teaching evaluations from
• 05:39other sources. There's a tab
• 05:41that allows you to add
• 05:42additional documents for consideration,
• 05:45in the FDAC
• 05:48meeting.
• 05:49The CV is required for
• 05:51all faculty. So for those
• 05:52of you who have not
• 05:53sat down yet to do
• 05:54your FDAC, remember that it's
• 05:56very helpful to have updated
• 05:57your CV prior to, coming
• 05:59into the meeting. And we
• 06:01ask, people to highlight in
• 06:03yellow items from the last
• 06:04twelve months
• 06:06across the CV.
• 06:08We ask if people have
• 06:09a NIH biosketch available to
• 06:11upload.
• 06:12We also ask,
• 06:14if they have a
• 06:15recent c v two,
• 06:17that they'd like to upload.
• 06:19And then here's the region
• 06:20where we ask if people
• 06:21would like to upload additional
• 06:22documents.
• 06:23We ask for a number
• 06:24of documents provides you boxes,
• 06:27to upload each of these.
• 06:31Within the description of activities,
• 06:33we provide an opportunity to
• 06:34highlight items that are not
• 06:36present in the CV or
• 06:37biosketch. And and what you'll
• 06:38find is that the description
• 06:40of activities really mirrors what
• 06:41we see within CV2.
• 06:44It asks for effort distribution
• 06:45across administration,
• 06:47leadership, clinical care, education,
• 06:49research, and scholarship.
• 06:51It asks for introductory descript,
• 06:53descriptions,
• 06:54for departmental role contributions to
• 06:56organizational culture and values,
• 06:58clinical activities, educational activities, and
• 07:01research or scholarship.
• 07:03And one of the things
• 07:04that I'll say having been
• 07:05through the FDAC process,
• 07:07in multiple years,
• 07:08it's
• 07:10often onerous for faculty to
• 07:11sit down and write,
• 07:13you know, a long paragraph
• 07:15about these activities. And what
• 07:16we find is that a
• 07:18bulleted list serves equally well.
• 07:20And so this is one
• 07:21of the modifications that we
• 07:22made to the FDAC in
• 07:24response to time concerns
• 07:26amongst faculty. A bulleted list
• 07:28can serve as a as
• 07:29a foundation for a conversation
• 07:31as well as paragraph can.
• 07:32So so don't feel obligated
• 07:34to really
• 07:35write something long when you
• 07:36can really just bullet out,
• 07:38your departmental role and your
• 07:39contributions,
• 07:41for these different sections.
• 07:44We then ask people to
• 07:47really reflect on what they
• 07:48perceive to be their most
• 07:49meaningful accomplishments over the last
• 07:51year and and ask people
• 07:52to list up to three.
• 07:54We also ask the people,
• 07:56as they think about these
• 07:57accomplishments,
• 07:58look into the future and
• 07:59say, as you look forward
• 08:01in five years and your
• 08:02career continues to evolve, what
• 08:04would you ideally like to
• 08:05be doing at that time?
• 08:07And this is really an
• 08:08opportunity,
• 08:10to
• 08:11reflect on the things that
• 08:12you're proudest of, but also
• 08:13to sort of probe what
• 08:14those long term goals are.
• 08:17And I think, you know,
• 08:17from a leadership,
• 08:20standpoint,
• 08:21we encourage departmental leaders to
• 08:23really dig deep on this
• 08:24and to ask the question,
• 08:26what do you consider to
• 08:27be your greatest career aspiration?
• 08:29Because these meetings are not
• 08:30meant to be about
• 08:32compensation. They're not meant to
• 08:33be about clinical schedules. They're
• 08:35really meant to be about
• 08:36goal setting and personal,
• 08:39satisfaction and career fulfillment.
• 08:42We then ask, for folks
• 08:44to talk about their short
• 08:45term goals, and we ask
• 08:46them to identify the areas
• 08:48in which they have professional
• 08:50goals, recognizing that some people
• 08:52will click all of the
• 08:53boxes, other will click fewer
• 08:56depending upon their role within
• 08:57the institution. And so,
• 08:59for this individual who filled
• 09:00out this form, they clicked
• 09:01administration and leadership as well
• 09:03as citizen
• 09:04citizenship
• 09:05and service, which automatically
• 09:08blows out these other boxes
• 09:09to list up to three
• 09:11goals for administration and leadership,
• 09:14along with a timeline for
• 09:15completion and the same thing
• 09:17for citizenship goals and a
• 09:18timeline for completion.
• 09:20And importantly,
• 09:21we ask the question, are
• 09:22there obstacles to achieving these
• 09:24goals? If you click
• 09:25yes, it will open a
• 09:26free text box where you
• 09:27can put in answers. And
• 09:29I'll tell you that when
• 09:30we ran this as a
• 09:31pilot, it revealed to us,
• 09:32for example, that there were
• 09:33a series of research cores
• 09:35that needed investment.
• 09:37And I think that this
• 09:38has effects that can both
• 09:40lead to conclusions,
• 09:42at the school level, but
• 09:44also regionally within departments and
• 09:46sections.
• 09:49We ask for those, who
• 09:51are below the level of
• 09:52professor if they have questions
• 09:53about the promotion process. If
• 09:55you click yes, it opens
• 09:57a box to an to
• 09:58list what those questions are.
• 10:00It asks if people are
• 10:01considering promotion within the next
• 10:03eighteen months, if they're aware
• 10:05of the steps needed to
• 10:06achieve promotion to the next
• 10:07level, if they're considering a
• 10:09change in track because of
• 10:10a change in goals,
• 10:12and, ultimately,
• 10:14who would be listed, for
• 10:16letters of evaluation,
• 10:17five arms length individuals and
• 10:19three nonarm's length individuals for
• 10:21those who are considering promotion.
• 10:23That is a box that
• 10:24appears if you click yes
• 10:25in the next eighteen months.
• 10:30We go
• 10:31on to approach questions,
• 10:33related to mentoring relationships
• 10:35as a mentee
• 10:36and mentoring relationships
• 10:38as a mentor.
• 10:40And because we try to
• 10:41streamline the process for professors,
• 10:42professors are only asked about
• 10:44mentoring relationships
• 10:45as a mentor.
• 10:48For those who are below
• 10:49the level of professor, we
• 10:50ask about both,
• 10:52roles as a mentee and
• 10:53as a mentor.
• 10:54And this is related to
• 10:56the fact that, you know,
• 10:57one of the things that
• 10:57we've come to recognize is
• 10:59one of the greatest predictors
• 11:00of belonging is having a
• 11:02series of mentors, and mentors
• 11:03can act in our lives
• 11:04at every phase of our
• 11:05career.
• 11:06And so I guess the
• 11:08question is to whether people
• 11:09have a mentor or mentorship
• 11:10committee, whether they've had a
• 11:12meeting, how many times a
• 11:13meeting has, occurred. This is
• 11:15an opportunity to,
• 11:17put comments into this, box
• 11:19about that mentorship,
• 11:21whether it was adequate,
• 11:23or other thoughts,
• 11:25or reflections on mentorship.
• 11:27We also ask a question,
• 11:29do you have at least
• 11:30one person, that you mentor?
• 11:32How many individuals and whether
• 11:33you'd like to engage in
• 11:34new or additional additional mentoring
• 11:37roles. You know, it's often
• 11:38one of the situations where
• 11:40departmental leaders don't recognize that
• 11:41they have faculty that would
• 11:43like to engage in more
• 11:44mentoring roles, and saying yes
• 11:45on this forum allows them
• 11:47to make, that connection.
• 11:52We also in mentoring relationships
• 11:54as a mentor,
• 11:56we ask for numbers of
• 11:57individuals who are mentored.
• 12:00And in addition to awards
• 12:02that the individual has received,
• 12:04we ask if any of
• 12:05the mentees have received,
• 12:07awards, grants, or recognition,
• 12:09as well. Research faculty do
• 12:12not, complete these questions.
• 12:16For,
• 12:17associate and below, I had
• 12:18mentioned the promotion process,
• 12:20earlier.
• 12:22We go on to ask
• 12:23questions about satisfaction and inclusivity.
• 12:26And,
• 12:28I think that these are
• 12:29questions,
• 12:31which all of us can
• 12:32reflect on. The first is
• 12:33the degree to which work
• 12:34environment predicts,
• 12:36permits productivity,
• 12:38ranging from one, four to
• 12:40five being high. It's the,
• 12:42opposite,
• 12:43of the NIH scale.
• 12:45We ask about collegiality that
• 12:47individuals experience and appreciation that
• 12:49they experience. And one of
• 12:50the things that I will
• 12:51highlight for you is as
• 12:52you approach these questions, think
• 12:54not about the experience that
• 12:55you've had on the day
• 12:56that you're doing your FTEQ.
• 12:58Think about the sort of
• 12:59year in review when you're
• 13:00filling it out. Because sometimes
• 13:02I have seen exceptionally poor
• 13:04scores and I ask people,
• 13:05are gosh. It seems like
• 13:06you're not happy. Said, oh,
• 13:07no. I was having a
• 13:07terrible day on the day
• 13:08that I completed the form.
• 13:10So so just keep that
• 13:12in mind.
• 13:15When we ask these questions,
• 13:16we ask for optional comments,
• 13:19about them. And, you know,
• 13:20this really is an opportunity
• 13:22to reflect on, you know,
• 13:23what are the drivers in
• 13:25the work environment that could
• 13:26be either
• 13:27barriers to productivity or facilitators
• 13:30of productivity?
• 13:32There's a question. What can
• 13:33our department or section do
• 13:35to improve your career satisfaction?
• 13:37This is
• 13:38a opportunity
• 13:39to bring up issues that
• 13:41are meant to be discussed
• 13:42during the FDAC leadership meeting.
• 13:45But there's also a question
• 13:46which I think all of
• 13:47us need to reflect on,
• 13:48which is what can we
• 13:49do individually to improve, career
• 13:52satisfactions? This is an opportunity
• 13:54to engage, I think, in
• 13:55some introspection,
• 13:57but in a way that
• 13:58you that you show that
• 13:59introspection
• 14:00to the individuals who review
• 14:02the FDAC form with you.
• 14:04And then we also provide
• 14:05an opportunity for people to
• 14:08raise
• 14:09comments, concerns, or ideas,
• 14:11that should be discussed in
• 14:12the FDAC meeting. And so
• 14:14if you think about it
• 14:15inclusively,
• 14:16what this creates is a
• 14:17packet that really shows all
• 14:19of the things you're proud
• 14:20of having accomplished in the
• 14:22prior year, that talks about
• 14:24what your long term goals
• 14:25are, who you aspire to
• 14:26be,
• 14:27what your short term goals
• 14:29are, and how those are
• 14:31related to the accomplishments that
• 14:32you've had thus far and
• 14:34to your long term goals.
• 14:35It goes through thoughts about
• 14:37promotion, which I think is
• 14:38front and center in the
• 14:39mind of many people over
• 14:40the course of an academic
• 14:42career,
• 14:44and then ultimately addresses, I
• 14:45think, some of the fundamental
• 14:46questions that that need to
• 14:48be addressed about satisfaction,
• 14:50and inclusivity.
• 14:52And so,
• 14:54you know, faculty,
• 14:56frequently ask, you know, what
• 14:58can I do to make
• 14:58the FDAC useful?
• 15:00I think
• 15:01start it prepared with your
• 15:03documents.
• 15:04Also, put some thought into
• 15:06it before you get there
• 15:07about what you hope to
• 15:08achieve, in this meeting because
• 15:10this is your opportunity
• 15:11to both affect change within
• 15:13your personal career development, but
• 15:15also to think about affecting
• 15:16change within the department.
• 15:18When you are setting goals,
• 15:19remember that they need to
• 15:21be fitting into that smart
• 15:24goals, paradigm. That is they
• 15:26need to be,
• 15:27measurable.
• 15:29They should be achievable in
• 15:30the time frame that you
• 15:31set them out. They should
• 15:32be relevant to your long
• 15:33term goals, and they should
• 15:35be time bound and that
• 15:36you expect that you can
• 15:37actually achieve them and even
• 15:38have milestones for achievement that
• 15:40you can review,
• 15:41with your department later. Really
• 15:43helpful to have an updated
• 15:44CV, CV one,
• 15:47and CV two.
• 15:49Responses don't need to be
• 15:50long bulleted points. They can
• 15:52be sufficient,
• 15:54as bolded points instead of
• 15:56long narratives.
• 15:58Come to your department leadership
• 15:59meeting, prepared.
• 16:01You should have reviewed your
• 16:02f t c form. You
• 16:03should also expect your department
• 16:04leader to have reviewed your
• 16:06f t c form before
• 16:06you get there. And if
• 16:08they haven't,
• 16:09refer back to it.
• 16:11I think it's really helpful
• 16:13to spend some time thinking
• 16:14about your responses prior to
• 16:15submitting them.
• 16:18As each year of the
• 16:19FTEQ has gone on, we
• 16:21found that people spend
• 16:22less and less time on
• 16:23it. So now nearly sixty
• 16:25percent of individuals who completed
• 16:27the FDAC survey
• 16:28say that they spent less
• 16:29than sixty minutes completing, the
• 16:31FDAC form. This has really
• 16:33become part of our institutional
• 16:34culture.
• 16:37And we're starting to see
• 16:39the benefits of the FDAC.
• 16:41So of those individuals who
• 16:43are reporting obstacles, we're seeing
• 16:45a decreasing,
• 16:46number of obstacles from our
• 16:48pilot to our current administration.
• 16:51And we're also seeing
• 16:53that there have been some
• 16:54changes,
• 16:55where we're starting to move
• 16:56the needle
• 16:57in terms of work environment
• 16:59permitting productivity,
• 17:01in terms of collegiality
• 17:02that people experience and in
• 17:03terms of the pre the
• 17:04appreciation
• 17:05that people experience.
• 17:07And I think that one
• 17:07of the most useful functions
• 17:09of the FDAC meetings is
• 17:11for departmental leaders to really
• 17:12have a conversation with faculty
• 17:14to talk about their role
• 17:15and how they fit within
• 17:17the department and how their
• 17:18contributions
• 17:19are actually ultimately appreciated.
• 17:22Looking at the FDAC survey
• 17:23data,
• 17:24from year to year,
• 17:26we see continuous improvement from
• 17:28the pilot, to FY twenty
• 17:30five in terms of the
• 17:31overall FDAC process.
• 17:32We're continuing to try to
• 17:34go to departments and run
• 17:35sessions like these to provide
• 17:36guidance
• 17:38on the FDAC process, and
• 17:39we see that people are
• 17:41generally having better impression of
• 17:42that. People have consistently found
• 17:45that the opportunity to meet
• 17:46with departmental leadership is something
• 17:48that's valuable to them.
• 17:50Feedback has been consistently strong.
• 17:52And we're also starting to
• 17:53see, I think, some movement
• 17:54on the needle in terms
• 17:56of how the FDAC is
• 17:57impacting
• 17:58people's career development. And as
• 17:59people are becoming used to
• 18:01completing the FDAC forum and
• 18:02are learning how to make
• 18:04their responses brief but meaningful,
• 18:06we see the time, commitment
• 18:08to the FDAC is improving
• 18:09as well.
• 18:11And so,
• 18:13happy to take any questions,
• 18:16about process,
• 18:18or about the FDAC,
• 18:20and,
• 18:22anything that's on your mind.