Trends in Tenure

August 27th, 2010 by pcahn

More than other professional organizations I am familiar with, the Association of American Medical Colleges produces frequent, relevant research reports. They benefit from a trove of data from member institutions and the services of statisticians. Occasionally their findings generate national headlines. Other times the intended audience is more insular.

In a recent analysis, AAMC researchers show that the preponderance of medical schools offer tenure for their clinical and basic science faculty. Boston University School of Medicine is one of just 7 (out of 126) LCME-accredited medical schools that do not offer any form of tenure. The others include the Mayo Medical School but also a few Caribbean-based schools. Newly accredited schools seem to be favoring the tenured/tenure-track model.

While the number of medical schools offering tenure to clinical faculty remains steady, the overall proportion of faculty who are tenured or tenure-track had declined. This is mostly attributable to the growth of “para-faculty” who are not eligible for tenure. Having multiple tiers of faculty invites feelings of second-class citizenry and risks slotting women and minority faculty in lower status positions. If a school allows for tenure, it should be offered uniformly. I’d like to read more about how the lack of tenure at a place like BU has affected recruitment and retention.

Transgender Patients

August 26th, 2010 by pcahn

This July Erin Vaught went to the Ball Memorial Hospital emergency room in Muncie, Indiana coughing up blood. Instead of treating her condition, the medical staff ridiculed her and taunted her because Erin is transgender.

As a result of the incident and subsequent publicity, Ball Memorial Hospital is now making lesbian, gay, bisexual, and transgender sensitivity training mandatory for its employees. The restitution also included the hospital president apologizing to Vaught.

Ball Memorial Hospital's response serves as a a model for other medical institutions. The hospital admitted wrongdoing, worked with community organizations to design a curriculum, and required training for all staff.

Of course, it's better to avoid such offensive incidents in the first place. And LGBT patients are not the only ones with particular needs. The incident shows that at Boston Medical Center, where our mission is to provide "exceptional care without exception," ongoing sensitivity training is still useful to put the slogan into action.

The Mindset List

August 25th, 2010 by pcahn

Every back-to-school season Beloit College releases its Mindset List. This list describes the world as seen by the entering class of freshmen. Some of the perspectives on the mind of the class of 2014:

  • Fergie is a pop singer, not a princess.
  • DNA fingerprinting and maps of the human genome have always existed.
  • Czechoslovakia has never existed.
  • Nirvana is on the classic oldies station.
  • They have never worried about a Russian missile strike on the U.S.

Students born in 1992 may haveĀ  historical knowledge of the Cold War or life before the human genome, but they have no personal experience with it. For professors, it is important to know the audience. Seeing the world through their eyes allows us to tailor the concepts we teach. One of the most effective pedagogical tools is to drastically interrupt a deeply-held expectation.

These students still have a ways to go before graduate school, but their worldview is not so far off from that of the entering class of medical students.

Making Vitas More Vital

August 24th, 2010 by pcahn

When it comes time to promotion, the CV is a crucial document. Members of the Appointments and Promotions Committee can see scholarly activity at a glance and weigh a candidate's achievements against departmental criteria.

For researchers, the measures are fairly straightforward: number and quality of publications and grants. CVs capture those data effectively. But for educators, it is more difficult to encapsulate quantity and quality on a CV. Awards help, but there are not enough awards to recognize all the outstanding teaching that goes on at an academic medical center.

One solution is the educator's portfolio. This packet supplements the CV with more detailed examples of pedagogical effectiveness. These examples could include student evaluations, letters of thanks, student outcomes, mentoring activities, and invitations to teach a course again.

Of course, putting together a portfolio assumes that the candidate has been keeping track of all these things. That's why it's a good idea to keep a file marked "Promotion" and add everything relevant as it comes across your desk. When it comes time to put together the CV and portfolio, it will be just a matter of editing.

Losing Weight

August 23rd, 2010 by pcahn

Stephens College in Columbia, Missouri is going on a diet. An alumna of the all female, liberal arts institution was talking to the college president about the rise of obesity in the United States.

The conversation turned to the president's own excess pounds and how difficult it is to balance work and exercise. The alumna challenged the president to lose 25 pounds in exchange for a $100,000 gift. The president agreed but proposed that the alumna give $1 million if the college staff could lose a collective 250 pounds by the end of the year.

With the financial motivation, the campus is making it easier to live healthfully: starting walking clubs, adding more nutritious food to the cafeteria, and setting an example for other employees.

Particularly at an academic medical center, the lessons of this experiment are even more relevant. The institution can make it easier to opt for healthy choices, but individuals must prioritize their own health. It's not an either/or because being healthy allows faculty and staff members to work more effectively.

Room for Improvement

August 20th, 2010 by pcahn

The hierarchical system of academia encourages faculty to aim for the next rank, the more prestigious title, or the higher-tier journal. We tend to admire our senior colleagues who have seemingly collected all the awards and assume that they operate on auto-pilot. They are like the Monopoly players who snatch up Boardwalk and Park Place, build hotels, and just wait for the rent to come flowing in.

But even high-flying faculty require development training. Kerry Karukstis, professor of chemistry and chair of the faculty at Harvey Mudd, writes about three ways universities can help those at the peak of their careers climb even higher.

She mentions time for renewal and training, leadership skills, and networking opportunities. Not surprisingly, these are some of the same needs that early career faculty require. Her essay, though, points to the benefits of tailoring development programs to the career stage of the faculty member.

Remembering Markoff

August 19th, 2010 by pcahn

BU's public relations team may be loathe to acknowledge it, but the most visible news coverage the university has received lately is the suicide of former student Philip Markoff. Markoff was the BU medical student accused of stalking and killing women he met on Craigslist. He was in jail awaiting trial when he killed himself.

Like a lot of sensationalized news stories, this one attracted extra attention because it involved a middle-class, blond suspect. It seemed especially incongruous that a medical student, pledged to do no harm, would engage in murderous acts.

At the time he was arrested, I heard questions about the rigor of BU School of Medicine's admissions process. Those seem misplaced to me. No admissions committee can delve into an applicant's psyche, particularly when Markoff was so skilled at deceiving everyone, including the people closest to him.

If anything, Markoff's case illustrates the need to look beyond standardized test scores in medical school admissions. At the same time, his example shows how no admissions process is infallible.

Great Workplaces

August 18th, 2010 by pcahn

Unlike the U.S. News and World Report rankings, the Chronicle of Higher Education's honor roll of Great Colleges to Work For contains some trustworthy information. Colleges agree to participate in the project, and then the Chronicle administers a satisfaction survey to thousands of faculty and staff. They ask about compensation, fairness, diversity, and other issues that affect worklife.

The winners are not ranked, but rather listed as scoring well in certain categories. I expected that the more resource-rich colleges would be the ones rated the highest. However, of the most honored institutions, very few I had ever heard of. Wake Tech Community College? Juniata College?

It appears that faculty and staff satisfaction depended on several elements that do not require any monetary investment. They spoke of college leaders who solicited community input and then made transparent decisions. One school with a culinary program offers discounted gourmet meals to employees. A college president in Florida cancels class--without warning--one day each year for faculty and students to enjoy themselves.

As diverse as these institutions are, the formula seems to hold: treat faculty with respect, and they will reward the institution.

Rankled Rankings

August 17th, 2010 by pcahn

It's as reliable an indicator of the start of the academic year as sales at Office Depot: U.S. News and World Report has released its rankings of best undergraduate colleges. (If it matters, Harvard topped the list and Boston University came in 56th. ) Most experts put little faith in the magazine's methodology. Even if they could rank schools, a single score says nothing about whether an individual student will succeed there.

Still, I admit I check the list each year. Apparently a lot of other readers do, too. U.S. News now covers very little news and has come to be known for its ever-expanding franchise of rankings. They now rank U.S. hospitals by specialty. This seems even more absurd than colleges since a woman in need of a hysterectomy is unlikely to fly to Baltimore just to be seen by the nation's top gynecology department.

If any good comes of these publicity stunts, it is to make universities and academic health centers accountable for outcomes. We may disagree on the criteria they use to measure excellence, but the rankings encourage institutions to consider what are the right criteria. Assessment helps us make sure we're meeting the appropriate goals.

Living Unplugged

August 16th, 2010 by pcahn

So much of our professional lives involves digital technology. From our phones to our computers, we rely on instant connectivity. Then, when we relax, we use some of the very same machines to entertain us.

During this month of vacations, I'm reminded of an experiment popular in many media studies classes. Students go a day without accessing any form of media. When it's over, they write about their experiences. Not surprisingly, some of them can't even make it to the end of the day without plugging in. But for those who succeed, there are rewards.

When I returned from vacation, it had been a week since I checked e-mail and as long since I read a U.S. newspaper. I found that I had not missed much by skipping my daily blog scans and Facebook messages. At the same time, I became more aware of the place where I was and the world around me.

It's also humbling to realize that when you're unplugged, the workplace and the news cycle continue just fine without you.