1. Literature Review Individual Faculty Development Plans (IDP) Faculty Development-Division Directors SIG Workshop May 2, 2010 Juan M. Parra, MD, MPH

2. Dr. Parra has no relevant financial relationships to disclose or COIs to resolve

3. Literature Search Ovid Database: 1996-2010 Internet Search Key Terms: –Individual Faculty Development Plan –Academic Faculty Development –Career Development; Staff Development –Mentorship, Diversity, Medical School Faculty

4. Individual Faculty Development Plans Academic Development Plan (ADP): University of Rochester Medical Center, Department of Psychiatry, Updated 2003: –Definition of ADP: Developmental blueprint prepared by junior faculty in conjunction with senior faculty mentors. Complete ADP by end of first year of appointment. –Need for ADP: Promote and balance career development toward achieving leadership in teaching, patient care and research to achieve academic promotion. Alignment with division and department. ADP will reflect work in specific academic tracks.

5. Individual Faculty Development Plans Academic Development Plan (ADP): University of Rochester Medical Center, Department of Psychiatry, Updated 2003: – Components of ADP: Career Development Goals and Objectives Description of Faculty Member Description of the Faculty Mentor(s) Plans and Activities: –Five Year Plan from Point A B

6. Individual Faculty Development Plans Linda Pololi, “Career Development for Academic Medicine: A Nine Step Strategy” British Medical Journal Careers, Jan 28, 2006 –Description on Mentorship Roles –Description on writing an ADP: Nine Step Strategy Organized written plan for academic advancement Balance between individual aspirations and departmental needs Effective ADP outlines pathway in specific academic domains Effective ADP considers: –Personal Aspirations, Interests, Strengths, Values, Priorities –Sources of Fiscal Support –Current and Desired Roles –Program and Department Priorities

7. Individual Faculty Development Plans Linda Pololi, “Career Development for Academic Medicine: A Nine Step Strategy” British Medical Journal Careers, Jan 28, 2006 Nine Step Strategy: 1.Clarify your governing rules 2.Prioritize your values 3.Identify your strengths 4.Where do you want to be 10 years from now 5.Identify your 1, 3 and 5 year goals 6.What skills or tasks do you need to develop to achieve your one year goals? 7.Write a learning contract for each skill or task 8.Involve your supervisor 9.Repeat steps 6 and 7 for three and five year goals

8. Faculty Development Programs (FDP) Varied content, length of programs, target faculty Varied Instruction/Guidance for IDP Varied FDP Evaluations but most were positive Common Components: –Self assessments: Values, Strengths, Challenges –Establishment of career goals –Job Satisfaction, Alignment, Productivity and Retention –Mentorship: Dyadic vs. Collaborative Mentors –Development of skills to achieve goals –Evaluation of FDP

9. Is There a Need for IDP? Great Variance for: –Missions, Visions and Values at institutions –Missions, Visions and Values for faculty –Tools at institutions to evaluate faculty for performance and productivity –Faculty development activities at an institution, department and division –Criteria for academic promotion

10. Is There a Need for IDP? Articles Reviewed: Agreement on importance of faculty development FDP curricula comprised activities and developed skill sets that are aligned with components of IDP Evaluation of FDP stressed the importance of meeting the needs of the: –Individual Faculty Member –Mentor(s) –Institution, Department, Division IDP can bridge gaps between faculty and institutional goals and guide faculty development activities

11. Workshop Task Review IDP model templates Small Groups: –Critique of IDP –Modify IDP –Improve IDP Panel Q&A Future Plans and Wrap-Up Half Hour SIG Business Meeting