Terri Magruder, MD, MPH Sept. 22, 2017 Building your Clinical Portfolio: Showcasing your Impact and Effectiveness Terri Magruder, MD, MPH Sept. 22, 2017

Congratulations you are hired (onboarded)! Clinical Faculty track vs. Academic Faculty Appointment Well-defined clinical duties Well-defined expectations from people who matter Program development Teaching QI participation

Academic Faculty Track Promotion Criteria Promotion criteria includes contributions in the area of teaching, research, and/or service. Tenure-earning track: expected to demonstrate excellence or potential for excellence in at least two of these three areas Clinical educators should show proven and maintained leadership in clinical programs; publications and oral presentations in important forums (local, national, or international); and demonstrated and recognized publication of educational methods, educational grants, or other evidence of scholarship. Non-tenure earning track are expected to demonstrate excellence or potential for excellence at least one area.

Clinical Faculty Track Evaluation Criteria Professionalism (annual review) Clinical Care Peer Evaluations (6 required, not always physicians) Professionalism Medical knowledge, clinical expertise Teaching evaluations Trainees and students Administrative and Professional Service Scholarship Considered but not required

Preparation Start early, be organized, and save everything Binder, Calendar, Drawer, Electronic files Identify a clinical mentor Division Director and/or Faculty Development office to help Create your CV in UAB Format Create Faculty Profile

Getting Started-Pre-work Current clinical practice Collect data about current clinical practice Referral data, new patient wait times RVU’s if relevant Patient satisfaction data Anticipated clinical needs and expansion New service or expanded service Where do you fit? What is your niche? What do you love? Identify stakeholders within COA, UAB, and the Community Build relationships early to align your work Get involved Committees

What is your vision? Setting clinical care goals with a timeline How will you measure your success? Scope of program growth and expansion Division, COA, UAB, State/National What is your role? Any potential research collaborations? Defining program development needs ?Adequate staffing, admin support, physical space, equipment Clinical FTE aligns with your goals Outpatient vs. Inpatient

Turning your vision into your Clinical Portfolio-Highlighting Excellence Clinical care: clinical responsibilities, programs developed, and their relationship to your teaching, scholarly, and administrative roles (if applicable) Teaching (if applicable): Teaching/mentoring philosophy and teaching/mentoring responsibilities and goals. Scholarly activities (if applicable): The focus of your activities and the relationship of your scholarly activities to your clinical care and teaching. Administration (if applicable): Your administrative responsibilities, including goals and achievements.

Portfolio Pointers Review other portfolios Be thorough but concise, find a good editor/friend Academic faculty portfolio 2 pages for each section Highlight your biggest accomplishments Follow guidance from Department Promotions Committee and/or Division Director

Clinical Care or Service Impact and Effectiveness Goals and Philosophy Background, Why your work is important? Clinical Duties Scope of Practice and Expertise Your role (how many shifts, clinics, procedures, etc.) Inpatient/Outpatient, Off-site QI work

Clinical Care/Service Program Development Telling your story over time and showcasing your impact on the program Program Growth (Patient volume, increased referrals, improved clinical outcomes, patient satisfaction, collaborations) Take credit for your work Include copies of poster presentations, lectures, or manuscripts Letters of support from peers and stakeholders Awards

Teaching/Education Goals and Philosophy Roles and Duties Fellowship lectures, resident and medical student education Frequency and Scope Include evaluations Program Development Include staff, patient, and provider education developed as part of your program Include education of staff, patients, community providers (how often, how many participants) Education certifications Community Education and Advocacy

Scholarly Activities/Research Participation in clinical research or QI Collaborative relationships Grants Book chapters, peer-reviewed journals, case reports Election to recognized academic societies (e.g. SPR, APS. AAP, etc.) Election to leadership roles in national/international societies Medical education curriculum development

Administrative/Professional Service Often recognized by letters of support Membership and/or leadership of divisional, departmental, school, and hospital committees and/or task forces at a level that is significant to the function of the committee and/or task force. Establishing, implementing and/or directing clinical programs. Service in regional, national, and international professional societies. Community involvement: Contribution of medical expertise to non-academic organizations or groups

Challenges Limited protected time Resources for program development Large chronic population Clinical activities grow over time Clinical responsibilities always shifting (retirements, illness, new hires, departures) Limited available time for career development Unable to get away or rearrange clinical duties Resources for program development Right people-Longtime to hire and/or fire someone Maintaining relationships Sustaining momentum and growth

Final thoughts You will never have more time than you do now Take time out for faculty development Take time for training and leadership opportunities Leadership development series Set a timeline to reassess your work and your priorities Faculty evaluation forms helpful