Archive for April, 2010

Patient Care

Friday, April 16th, 2010

In yesterday’s faculty meeting, members of the Department of Medicine discussed a proposal for improving hospital care. In just the few days I have been a part of the department, the attention the faculty pay to patient outcomes is apparent.

My training is as a social scientist, not a health provider, but illness is often a cultural construct as well as a physical one. Journalist Anne Fadiman describes a dramatic example of this in her book, The Spirit Catches You and You Fall Down.

In the tale of a Hmong family interacting with the western medical system, she suggests that much confusion and pain could have been avoided if doctors had taken the Hmong belief system into account. Medical anthropologist Arthur Kleinman suggests a simple way for physicians to see illness through the patients’ eyes.

Salaries

Thursday, April 15th, 2010

The American Association of University Professors just released its annual survey of faculty salaries. The headline message is that average faculty salaries in the United States increased just 1.2% over the last year, the smallest jump in fifty years of tracking data.

Breaking down the tables, it shows that at Boston University, the average full professor makes $140,600 a year, associate professors $95,500, and assistant professors $82,100. These figures include the schools of law, dentistry, engineering, business, and arts and sciences, though not the medical school.

Still, the same trends in hiring freezes, furloughs, and budget cuts resonate in the academic medical environment.

Grant Getting

Wednesday, April 14th, 2010

Tomorrow is the deadline for Faculty Development grants in the Department of Medicine. Although each discipline has its own conventions for grant writing, I still go back to a slender pamphlet I first encountered as a graduate student.

The Art of Writing Grant Proposals reveals the unspoken rules that funding committees follow. As they read, they always have three questions in mind:

  • What does the applicant propose to do/learn?
  • Why is it worth doing/learning?
  • How do we know the applicant is qualified?

Keeping these questions in mind will help your application stand out in the pile.

Vital Vitae

Tuesday, April 13th, 2010

Because so much of professional advancement hinges on the academic biography, for my first post,  I'd like to focus on what makes for a strong CV. This serves a secondary purpose of introducing myself.

Curriculum vitae translates to "course of life" and should provide a snapshot of the accomplishments over your professional life. Like a good biography, it should be told chronologically but without too much emphasis on dates. On my CV, I group my activities by importance so that publications appear on the first page and service last.

CVs can be any length and typically grow as a career advances. Resumes, on the other present a one-page snapshot. They should display more visual flair than CVs, including bullet points, bold text, and action verbs. When I transitioned from traditional faculty to administrator, I converted my CV into a more succinct resume.

For more examples, I recommend the CV Doctor on the career site of the Chronicle of Higher Education.