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GWIMSWatch • Spring 2013
1
GWIMSWatch • Spring 2013
In this issue:
2 Emotional Intelligence and Career Advancement
3 The Transition from Chair to Retirement: One Woman’s Story
5 Transitioning into Retirement: Key Issues for the Physician and Scientist
6 Advancing to Leadership
6 Facilitated Peer Mentoring: An Opportunity to Assist Women Seeking Career Advancement
7 Preparing for Opportunity
8 The Educator Development Program (EDP): A Multifaceted Program Tailored to all Educator Needs (2012 GWIMS Best Poster Winner)
10 Intra- and Inter-institutional Collaboration to Advance Leadership Training and Opportunities for Women at the Case Western Reserve
University School of Medicine
11 Wake Forest School of Medicine’s Answer to Women’s Career Development Needs
12 Bridging the Career Development Gap for Female Physician Scientist Trainees
13 Campus-Based Intensive Faculty Development Program
14 Setting the Stage for Career Success
16 Inspirations
GWIMSWatch
Group on Women in Medicine and ScienceGWIMS
Association of American Medical Colleges
In this issue of GWIMSWatch, the authors provide unique observations on navigating the career continuum. Important topics to sustain success include employing emotional intelligence, knowing and managing oneself, preparing, planning, mentoring, negotiating, transitioning, and valuing. We are familiar with excellent programs in academic medicine that focus on the professional and personal demands of faculty in their early careers. Perhaps it is
because I am a member of the baby boomer generation that I found the discussion of late career transition and retirement new and provocative. Learning to convert perceived loss into gain, as described by Dr. Marianne E. Felice, is a skill that can be learned and applied in various situations.
Thank you to the contributors who provided their valuable insight, and enjoy the issue!
Sincerely,
Rebecca Rainer Pauly, M.D., FACP Chair, AAMC Group on Women in Medicine and Science Associate Vice President, Health Affairs, Equity & Diversity; Vice Chair, Department of Medicine, Medical Student Education, Professor of Medicine, University of Florida College of Medicine
Spring 2013 Issue
Resources
Meet the Steering Committee
Look at Career Connect
Join our Listserve
Email [email protected]
Learn about GWIMS
Edited by the GWIMS Communications SubcommitteeAngela Sharkey, M.D. ChairEmily AbdolerAmy Ellwood, M.S.W. LCSWDiane Jarrett, Ed.D.Marjorie Jenkins, M.D.Darshana Shah, Ph.D.Tiffany Moore Simas, M.D., M.P.H., M.Ed.
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 2
GWIMSWatch • Spring 2013
Emotional Intelligence and Career Advancement
By Robert Pasick, Ph.D., Organizational Psychologist and Executive Coach, Faculty Affiliate, William Davidson Institute, University of Michigan; Visiting Professor, School of Education, Eastern Michigan University Email: [email protected].
Even more than intellectual intelligence or
technical skills, emotional intelligence is the best
predictor of long-term success in the workplace.
Dimensions of emotional intelligence are whether
you are aware of your own feelings, sensitive
to the emotions of others, and able to manage
emotions of a group. Research has shown
that emotional intelligence is the key factor in
the ability of individuals to get along well in
relationships.
Many leaders tend to be competitive, hard-driving
people. They’ve got high IQs, but sometimes
their emotional intelligence lags far behind. They
tend to be folks who fly off the handle in an
instant and make no attempt to reign themselves
in. They believe intimidation is the best way to
manage people and may be unaware of the
deleterious impact of their behavior on others.
A few years ago, I coached a physician who had
been one of the most successful at her institution.
She’d been promoted and was poised to move
up to the next level. But as I worked with her, I
quickly saw that she lacked the ability to connect
well with others. She always put on a happy
face, but was not attuned to the subtleties of
her own emotional life and was unable to read
the emotions of others. She had no sense of
the impact of her words on others, such as
“over-teasing” to the point where it became
offensive and could be considered bullying.
Managing her own emotions was difficult. She
could fly off the handle in an instant and would
make no attempt to rein herself in. In fact,
she thought yelling at people was the way to
motivate them. Instead, she just made everyone
fear and avoid her.
She displayed an inability to manage the
emotions of the group. Much of the work
of leaders involves managing a team or a
meeting. It’s almost like being an orchestra
conductor—sensing how the group is feeling,
listening without interrupting, and recognizing
who hasn’t been participating. Drawing people
out is a delicate art. My client could manage
these situations at times, but then she’d have a
major blow-up and publicly humiliate someone.
To help her improve her emotional intelligence, I
gave her the following suggestions:
•Keepamoodlog.Writedownhowyouare
feeling several times a day. Look back at the
end of the week to assess how tuned-in you
were to your own emotions.
•Avoidshamingothers.Itcanbehighly
destructive.
•Atworkorathome,makeapointof
empathizing with others. Put yourself in that
person’s shoes.
•Ifyou’rehavingadispute,lookatitfromthe
other person’s viewpoint. Try writing out a
narrative of the disagreement from the other
standpoint.
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 3
GWIMSWatch • Spring 2013
Understanding Your Emotional Intelligence (EI) and Learning to Cope with Someone with Low EI
Increase self-awareness, enhance
self-management, enhance empathy, and mange
relations. Realize it is not always about you. If
you work with a person with low EI, set limits
by letting them know you refuse to be treated
disrespectfully. Refuse to counter attack and
be consistent in refusing to respond to abusive
behavior. If the behavior persists, seek out help
from someone in the organization or from an
executive coach.
To learn more, visit:
http://www.youtube.com/watch?v=4Qfx_aFLfhw
www.robertpasick.com
Email: [email protected]
References: Goleman, Daniel. Emotional Intelligence. 10th Anniversary Ed., New York City: Bantam Dell, 2006.
The Transition from Chair to Retirement: One Woman’s Story
By Marianne E. Felice, M.D., Professor of Pediatrics and Obstetrics & Gynecology, Former Chair, Department of Pediatrics, University of Massachusetts Medical School
In 2009, I was
asked to speak at a
leadership seminar at a national pediatric meeting
on the topic, “Will the Baby Boomers Retire Early
or Will They Stay Forever?” The implication of
the title was that the baby boomer generation
was going to clog the pipeline for future
generations to assume positions of authority.
After researching the literature, I came to the
inescapable conclusion that, indeed, we baby
boomers want to stay in positions of power as
long as we can. After all, we like working; we like
being in charge, and we are generally healthier
than our parents were at retirement age, thus
allowing us to stay longer. Furthermore, the
economy has not been kind to our retirement
funds.
Preparing the presentation made me think about
my own retirement. It also made me think about
the many younger women (and men) whom I
had mentored over the years and encouraged
to assume administrative roles. Would there be
no place for them to test their leadership skills?
It was at that moment that I decided to start
planning my resignation as chair of pediatrics,
having held the position since 1998. I wasn’t
sure when to retire as chair, but I knew that I
wanted to make the transition from chair to
retiree with competence, compassion, and grace.
I had observed others retire from high-level
positions in several institutions in ways that I did
not want to emulate. For example, one individual
waited too long to step down and became
completely ineffective as a leader. Another
individual squandered recruitment funds on poor
recruitment choices and then stepped down as
chair, leaving the department in dire financial
straits. A third individual was so busy preparing
for his post-retirement lifestyle that he was gone
for most of his last year.
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 4
GWIMSWatch • Spring 2013
There were several tasks I wanted to accomplish
before I stepped down as chair: confirm that
promises made to faculty were kept, ensure that
the department was financially secure and stable
in terms of leaders and division chiefs, complete
a few important recruits so that existing faculty
did not have more clinical burden, and develop
a plan for post-retirement life. As I pondered
these issues, I realized that I would need three
years before I could retire and therefore chose
September 1, 2012 as my target retirement date.
From 2009-2010, only my husband and our
financial advisor knew about my plans. I first
assessed the department’s needs. I knew that
a few senior faculty members were considering
stepping down from important roles (e.g., the
residency director), and I negotiated the timing
of these events so that there were minimal
leadership gaps in the department at any one
time. I completed a few key recruitments since
I knew that it is always difficult to recruit new
faculty members during times of transition.
In 2010-2011, I privately informed the dean, the
CEO, and the department administrator about
my plans to retire. The dean asked me to prepare
a 13-year report on the department, and he
arranged an external review, both of which would
be available for the next chair. In addition, the
administrator and I worked on the department’s
finances.
In 2011-2012, I submitted a formal letter of
resignation. This enabled the dean to publically
announce that I was stepping down as chair
and appoint a search committee to identify
my replacement. I prepared an outline of my
post-retirement plans and asked for the dean’s
approval. Specifically, I wanted to stay on the
faculty part-time to continue my research,
teaching, and mentoring activities. I had partial
financial support on one federal contract and
planned on writing other grant proposals to
pursue the global health initiatives that I had
started during my chairmanship. I asked that
my office be moved off campus when I stepped
down so that I would not interfere with the new
chair in any way. I negotiated financial support
from the institution so that I would not be a
burden on the department.
I also realized that stepping down as chair would
be a big loss for me. I would lose power, prestige,
position, identity, and money. Because I do not
do well with loss, I decided to seek counseling
to help me cope with it. I interviewed three
different therapists explaining that I wanted to
deal with the loss of leaving a position that I
loved after 14 years. I did not want to deal with
all my other neurotic tendencies (at least not
then), just the loss. One counselor understood
my needs completely and worked with me for
a year. She helped me turn my thinking from a
“loss” to what I would gain (more time for other
activities, new challenges at work, etc.). Within a
few months, I found a peace that was calming. I
not only knew I had made the right decision, but
I could feel that it was right. My feelings of peace
and joy were obvious, I am told, and this helped
the department understand that this decision was
best for me and for them as well.
There are many ways to retire. This is one way
that worked for me.
The Transition from Chair to Retirement...continued
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GWIMSWatch • Spring 2013
Transitioning into Retirement: Key Issues for the Physician and Scientist
By Charlene M. Dewey, M.D., M.Ed., FACP Co-Director, Center for Professional Health Director, Educator Development Program Chair, Faculty and Physician Wellness Committee Associate Professor of Medical Education & Administration Associate Professor of Medicine Center for Professional Health Vanderbilt University School of Medicine
Life is a journey; retirement is part of that journey.
Planning for retirement should be as important
as planning for your education and career. At
Vanderbilt University Medical Center in Nashville,
Tennessee, the faculty and physician wellness
committee created and implemented a half-day
retreat for faculty members age fifty-five and
older. The purpose of the program is to provide
faculty (physicians and scientists) with valuable
information on retirement issues and appropriate
steps in planning for retirement.
Planning for retirement early and staying
committed to the task will assure a smoother
transition into retirement. Consider three phases
of retirement:
• Pre-retirement(sixmonthsormorebefore
retirement)
• Retirement(sixmonthsbeforeandsix
months after retirement)
• Post-retirement(morethansixmonthsafter
retirement)
The retreat covered information on all three
phases with an emphasis on pre-retirement
planning. Faculty learned about topics such
as retirement savings/budgeting, health care
coverage plans, legal issues in retirement, family
and individual hobbies and activities, long-term
care options, and mental, physical, spiritual,
and emotional health during retirement. Each
participant (N=63) received an individual packet
of materials from their investment services,
the Social Security Administration, and the
Tennessee State Health Insurance Program.
Participants engaged in meaningful reflection
and discussion in small and large group activities
and completed individual retirement action plans.
Participants also received a 36-page retirement
manual that provided retirement information,
valuable community and Web-based resources,
a countdown to retirement checklist, a list of
published articles on issues around retirement for
academic faculty, and a step-by-step approach
to retirement planning. For the next year, partic-
ipants received monthly “retirement minutes”
focusing on a theme of the month. The retreat
and the materials were designed for academic
faculty members and supported by the faculty
and physician wellness committee–transition
subcommittee and the Center for Professional
Health. This program was very well received,
and many appreciative faculty members are
now better prepared to plan their transition
into retirement. Life is a journey; how are you
planning for yours?
GWIMSWatch • Spring 2013
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GWIMSWatch • Spring 2013
Advancing to Leadership
By Shirley M. Neitch, M.D., FACPMaier Professor of Clinical ResearchChief, Section of General Internal Medicine/GeriatricsDepartment of Internal Medicine Joan C. Edwards School of Medicine Marshall University
At some point, continuous career advancement
in academic medicine will include a transition to
a leadership role. Just as we hear daily about the
hazards of transitions of care for our patients, we
should recognize that “transition of role” can be
fraught with difficulty as well. But there is good
news—many of the obstacles in transition to
leadership can be mitigated through awareness
and preparation.
Promotion in academic medicine has traditionally
depended upon excellence in patient care,
teaching, or research, with little attention paid
to leadership qualities. But in the academic
setting, opportunities abound to fill many roles—
committees need members, training programs
must have directors, sections need chiefs, and
an endless variety of initiatives need creative
directors. All of these positions involve increasing
opportunity and responsibility for leadership and
may serve as steps to upper-level administration,
if that is your goal.
How can a faculty member, especially a woman,
best position herself for these assignments?
• KnowYourself
o I would not trade my early experience of
three years in a solo practice situation for
anything, but I would never go back to
it either! Get yourself into the “place”
that suits you best and proceeding to
leadership will be much easier and more
satisfying.
• PreparetoDealwithAmbiguity
o As scientists, we rarely do this well, but it
is critical in leadership.
• LetYourMentor(s)LeadYou
o Step out of your professional comfort zone
as trusted mentors advise. Do that first
large group presentation, apply for that
first grant. As Ralph Waldo Emerson said,
“My chief want in life is someone who
shall make me do what I can.”
• BePatient
o A meteoric rise to the top may be followed
by a spectacular “crash and burn.”
Starting out by leading a smaller group or
project, even one that may seem trivial at
the time, will never be a wasted effort.
Facilitated Peer Mentoring: An Opportunity to Assist Women Seeking Career Advancement
By Julia A. Files, M.D., Assistant Professor of Medicine; Anita P. Mayer, M.D., Assistant Professor of Medicine, Mayo Clinic College of Medicine
Women in positions of leadership and advanced
academic rank in academic medicine continue
to lag behind their male counterparts. A number
of strategies to address this disparity have been
suggested, one of which is a different approach
to mentoring women.1 Traditional mentoring has
usually occurred with same gender dyads pairing
a junior faculty member with an older, more
seasoned colleague. Inherent to this model are
challenges that may create obstacles to success
for many women. Senior women faculty may
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 7
GWIMSWatch • Spring 2013
not be available to mentor junior women faculty,
while junior faculty are additionally challenged
to balance conflicting demands of professional
and personal life. These demands often interfere
with the availability of junior women faculty to
participate in early morning or late afternoon
meetings, off-campus activities, or travel—
venues often used by traditional mentoring
pairs to discuss projects and strengthen working
relationships. Mixed gender mentoring dyads
also may carry concerns for both parties related
to issues of misunderstanding and sexual
harassment thereby eroding some of the
effectiveness of the mentoring relationship.
Peer mentoring has been utilized as a means of
providing junior faculty with an opportunity to
collaborate on academic projects with others of
similar academic rank, same gender, and similar
life circumstances.2 The shared challenges of
these groups allows for a construct that can
move projects ahead, while respecting the time
constraints and conflicting agendas that the
group shares. Facilitated peer mentoring has
been an effective model that allows for amplifi-
cation of mentoring expertise by a senior faculty
member across a group of peers. This model
allows for the collegiality and support of the peer
group, while providing the needed expertise to
enhance skills for academic success and navigate
the academic challenges unique to the particular
institution. Although gender neutral in design,
peer- mentoring models may offer women
greater benefits than their male colleagues who
have had a historical advantage utilizing the
dyadic models. The group dynamic may also
address issues of isolation, intimidation, and lack
of support often alluded to in the literature as
obstacles to advancement encountered by junior
women faculty. Women also are more likely to
appreciate the potential and process of collabo-
ration, while their male colleagues focus more on
outcomes.3 Clearly, more work in this area needs
to be pursued, but institutions may find support
for a facilitated peer-mentoring model as they
address issues unique to women faculty who seek
to advance in academic medicine.
References:
1. MayerAP,FilesJA,KoMG,BlairJE.Academicadvancement of women in medicine: do socialized gender differences have a role in mentoring. Mayo Clin Proc. 2008;83(2):204-207.
2. FilesJA,BlairJE,MayerAP,KoMG.Facilitatedpeer mentorship: a pilot program for academic advancement of female medical faculty. Journal of Women’s Health. 2008;17(6):1009-1015.
3. CarrPL,PololiLM,KnightSP,ConradPP.Collaboration in academic medicine: reflections on gender and advancement. Academic Medicine. 2009;84(10):1447-1453.
Preparing for Opportunity
By Naomi L. Lacy, Ph.D., Associate Professor & Director of Assessment and Evaluation, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center
Not all career paths
are straight. It is an easy lesson to miss in our
collective rush to meet promotion criteria,
yet it is an excellent reason to pursue faculty
development and mentoring in a wide variety of
areas. When I started as an assistant professor, I
Facilitated Peer Mentoring...continued
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 8
GWIMSWatch • Spring 2013
had no idea that I would end up in an adminis-
trative position several years later. I expected
to be a primary investigator for the rest of my
career; however, my mentor, Helen McIlvain,
suggested I attend faculty development offerings
in education, leadership, and research. The faculty
development at my institution included a wide
variety of topics. I discovered that I like learning
how each of the sections of the university impacts
the others and how various parts fit together.
Helen also encouraged me to develop
relationships with other mentors as one person
may not have all the skills you need or want to
develop. Further, I found that my network of
mentors provided me with advice and growth in
areas I hadn’t thought I would need. Perhaps my
greatest growth came from peer mentors that
I met in faculty development programs. I found
that not only do I develop new skills, but the
process of participating in the group creates an
exponential growth pattern for me. The coffee/
peer mentoring sessions gave me a much broader
understanding of how other departments and
other universities function.
Today, I work in administration for the senior
associate dean for medical education. Until I
participated in a few deans’ meetings, I did not
have any appetite for administrative leadership.
I had accepted the descriptions from others that
administration was a lot of paper-pushing and
boring meetings. But going to meetings with
the deans provided a fascinating glimpse into a
world that I never really understood. Without
the broad array of faculty development training
and mentoring, I would have never done as
well as I have. Today, I am still pursuing faculty
development and mentoring in a broad range
of areas; I don’t know where I will end up, but
I know that continuing professional growth
activities will help me get there.
The Educator Development Program (EDP): A Multifaceted Program Tailored to all Educator Needs
The poster on this program received the 2012
GWIMS Best Poster Award presented at the
GWIMS/COD Poser Session and Reception at the
AAMC Annual Meeting.
Leora Horn, M.D.,
M.Sc., FRCPS, Assistant
Professor of Medicine,
Assistant Director,
Educator Development
Program, Clinical Director
of Thoracic Oncology,
Division of Hematology and Oncology, and
Charlene M. Dewey, M.D., M.Ed., FACP,
Co-Director, Center for Professional Health,
Director, Educator Development Program, Chair,
Faculty and Physician Wellness Committee,
Associate Professor of Medical Education &
Administration, Associate Professor of Medicine,
Vanderbilt University School of Medicine
Preparing for Opportunity...continued
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 9
GWIMSWatch • Spring 2013
“Faculty development in the 21st
century is the personal and professional
development of teachers, clinicians,
researchers, and administrators to meet
the goals, vision, and mission of the
institution in terms of its social and
moral responsibility to the communities
it serves.”1
Vanderbilt University Medical Center (VUMC) is
committed to medical education. The Educator
Development Program (EDP) operated through
the Office for Teaching and Learning in Medicine
(OTLM) is a faculty development initiative
intended to enhance the medical education
knowledge, attitude, and skills of all program
participants. Implemented in 2009, the EDP
welcomes faculty members (physicians, nurses,
and scientists), trainees (students, residents,
and fellows), and employees with an interest
in exploring key topics in medical education.
The goals of the EDP program are to enhance
educators’ teaching and leadership skills, promote
educational research and scholarship, and
improve mentoring and collaboration among
educators.
Within the EDP program, educators can enroll in
monthly, two-hour interactive hands-on training
workshops or participate in the blended, flipped
classroom of the residents as teachers and
leaders program (RATL™). They can self-learn
with online learning modules, request clinical or
classroom peer teaching reviews, be trained as
workshop facilitators, and request educational
research consultations. The EDP also offers
a-la-carte department-specific workshops and
career development. Over the first two years, 28
workshops were conducted by 33 different facili-
tators and educated more than 546 participants
(about 50 percent were women). Participants
represented all six disciplines and more than 30
different departments/divisions. A full program
evaluation revealed that participants, facilitators,
and those requesting peer reviews rated the
program highly. EDP facilitators were recognized
at the annual medical education research day
and received certificates of appreciation from
their chairs. Mentoring for educational research
and program development resulted in a scholarly
research project (comparing online learning
modules using either a teacher-centered or a
learner-centered format) and a national program
director’s educational training program—both
conducted by female faculty members. RATL
improved students’/residents’ pedagogical
knowledge, their teacher identity score, and
later was adopted into a fourth-year student
elective. In the context of a changing medical
environment, the EDP is a faculty development
program that spans across departments and
training levels. The program fosters educational
skills development, research, and mentoring.
Programs such as the EDP have the potential
to reach a significant number of individuals
within an institution in their quest to become
outstanding, up-to-date, nationally recognized
teachers and leaders in medical education.
1. McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today, and tomorrow. Med Teach. 2008;30:555-84.
The Educator Development Program...continued
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Intra- and Inter-institutional Collaboration to Advance Leadership Training and Opportunities for Women at the Case Western Reserve University School of Medicine
By Sumita B. Khatri, M.D., M.S.; Reena Mehra, M.D., M.S.; Usha Stiefel, M.D.; Anne DeChant, M.S., M.B.A.; Susan Freimark; Luanne Paynick; Leslie Dickson; Kathie Beal; Lisa Mencini, C.P.A., M.B.A.; and Sana Loue, J.D., Ph.D., M.P.H., M.S.S.A.
The challenge of attaining appropriate represen-
tation of women in academic medicine leadership
positions is widely recognized, and institution-
specific solutions require significant collaboration.
Metrics on women faculty at Case Western
Reserve University (CWRU) School of Medicine
demonstrate under- representation of women
faculty at higher ranks, consistent with the
2011-2012 AAMC Women in Academic
Medicine: Statistics and Benchmarking Report.
Furthermore, faculty climate surveys revealed
challenges in workplace engagement, career
satisfaction, and mentorship, particularly among
junior and women faculty. Therefore, the school
of medicine administration committed to a
multifaceted approach utilizing expertise from
various groups and offices. The groups include:
CWRU’s Office of the Provost, which tracks
gender-based and ranking metrics; the Women’s
Center, which concentrates on early
(undergraduate STEM students) and late career
mentorship; and the Women Faculty of the
School of Medicine (WFSOM) organization, which
serves as a platform for women faculty
workshops, advocacy, and networking.
The first approach
is FLEX: a profes-
sional development
program for women.
Nearing the end
of its first year, FLEX is a customized program
designed to assist talented women faculty at the
medical school advance their careers and prepare
for leadership opportunities. Via a competitive
selection process, seven members from all
academic institutions within CWRU (MetroHealth
Medical Center County Hospital, Cleveland
VA Medical Center, University Hospitals, and
Cleveland Clinic) were represented in the first
cohort. Through a series of FLEX workshops and
coaching sessions, these women receive executive
leadership training to develop competencies
in communication, leadership, and executive
presence. Initial feedback is positive; participants
feel readied and empowered to reach their
professional goals.
Next, the office of vice dean for faculty
development and diversity was established. Our
newly appointed Vice Dean Dr. Sana Loue began
her tenure this past year. Her vision is to promote
a welcoming, energized, and collaborative climate
for diverse faculty, staff, and students. Outreach
and assessment through town hall meetings at
each clinical site, education through monthly
basic curricula (e.g., grant writing, promotion
and tenure), and implementation of policies
supportive of mentorship, diversity, and account-
ability have been established. Periodic evaluation
of outcomes is planned.
In collaborating with relevant groups with various
perspectives, CWRU School of Medicine has
initiated a comprehensive yet fluid approach
to promote women leaders. Building upon
this framework of development programs and
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 11
GWIMSWatch • Spring 2013
mentorship, CWRU plans to increase engagement
and academic productivity, while effecting
institutional change through diversity of faculty
backgrounds and leadership styles.
Relevant Web sites:
http://www.case.edu/provost/centerforwomen/
http://casemed.case.edu/wfsom/
http://casemed.case.edu/wfsom/FLEX/
Wake Forest School of Medicine’s Answer to Women’s Career Development Needs
By Diana L. Cornelison, Mentoring Program Manager, Wake Forest School of Medicine
Since 1997, the Wake Forest School of Medicine
(WFSM) Office of Women in Medicine and Science
(OWIMS), formerly known as Women’s Health
Center of Excellence for Leadership, Research, and
Education, has had at its core a robust tradition of
providing professional development for women
faculty. With the mission “to foster, facilitate, and
enhance the recruitment, retention, professional
development, and promotion of women faculty,
house staff, and students,” OWIMS continues to
empower women in academic medicine.
The longest running program in OWIMS
repertoire is the mentoring program for women
junior faculty, which addresses general career
development needs of women faculty at the
instructor and assistant professor level. Since
1999, 177 mentees have participated in this
formal program, and 117 women and men have
served as mentors at the associate professor
and professor level. Mentoring relationships are
tailored to mentees’ individual needs and are
maintained until they are promoted to associate
professor. The program also offers learning and
networking opportunities such as after-hours
journal clubs, workshops, hosted Webinars, and
socials.
In 2008, the Career Development for Women
Leaders (CDWL) program was created. A
leadership training program modeled after
national programs, CDWL targets women who
are currently in or aspire to leadership positions.
Initially open to fellows from within the Wake
Forest University schools, it now includes partic-
ipants from area colleges; 74 women have partic-
ipated to date. The program had 100 percent
retention until 2012, when two participants left
WFSM to accept significant administrative roles at
other academic institutions.
Intra- and Inter-institutional Collaboration...continued
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The Women Residents and Fellows Professional
Development Program (WRFPDP) was launched
in 2011. The program’s primary goal is to provide
essential knowledge to house staff as they join
the workforce as clinicians, with emphasis on
encouraging participants to choose an academic
medicine career. Workshop topics have included
career timelines, communication skills, work/
life integration, negotiating contracts, what to
expect before, during, and after interviews, and
academic medicine versus private practice.
OWIMS is now developing a program similar
to CDWL for early career women faculty. The
curriculum will include sessions dealing with the
“imposter syndrome,” conflict management,
negotiation, communications skills, self-care, and
personal presentation. Plans are to begin this
program in January 2014 and run through June
2014. Direction for future OWIMS programs will
continue to be based on the needs of the women
within WFSM.
For more information, please contact Diana
Cornelison at [email protected], or visit
OWIMS Web site at: http://www.wakehealth.edu/
School/OWIMS/Leadership-Program.htm.
Bridging the Career Development Gap for Female Physician Scientist Trainees
By Julie R. Boiko, M.S., M.D., Candidate, WSMA Chair; Rachael A. Gordon, B.S., M.D./Ph.D., Candidate, WSMA Chair; and Alyce J. Marsh, B.S., M.D./Ph.D., Candidate, WSMA Chair, University of Pittsburgh School of Medicine
Early career development resources are crucial
for the success and sustained presence of female
physician scientists in biomedical research.
To address this issue, University of Pittsburgh
students established the Women in Science
and Medicine Association (WSMA) to support
female physician scientists, recruit and retain
students on this career path, and empower
advocates to support them. Although WSMA
was founded initially to support female trainees,
WSMA has enhanced physician scientist training
for both men and women through professional
development programs, including seminars on
formulating an “elevator pitch,” starting a lab,
and selecting a research-oriented residency.
Planning for Success
A wealth of career tracks awaits doctoral
trainees. WSMA identified a need to illuminate
this diversity for medical and graduate students
in a format where students could network with
advanced trainees and faculty.
In January, WSMA hosted its first conference,
“Doctoral Directions: Navigating Your
Biomedical Career,” with keynote speaker
Luanne Thorndyke, M.D., vice provost for
faculty affairs at University of Massachusetts,
who presented a step-by-step “Take Charge of
Your Career” goal-setting guide. Pitt faculty led
table discussions focused on networking and
skills pertinent to the M.D./Ph.D., medical, and
graduate students in attendance. The conference
concluded with a panel of clinical, scientific,
Wake Forest School of Medicine’s Answer...continued
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 13
GWIMSWatch • Spring 2013
and administrative members of Pitt’s biomedical
community.
The panelists spurred discussion about
architecting biomedical careers spanning
hands-on science/medicine and leadership
roles. One student noted, “It definitely got me
thinking. The importance of self-reflection was
well emphasized.” The next day featured Dr.
Thorndyke’s “Graceful Self-Promotion” seminar
on confident presentation of achievements for
career success.
Future Directions
“It is a joy to support the talented women in
WSMA as they create opportunities for their
peers to learn leadership and professional
development skills needed for long-term career
success and satisfaction,” remarks Joan Lakoski,
Ph.D., assistant vice chancellor for academic
career development and WSMA faculty advisor
at University of Pittsburgh. Indeed, WSMA has
found support in advisors Lakoski, Steven Shapiro,
M.D. (SVP and chief medical and scientific
officer, UPMC), Gwendolyn Sowa, M.D./Ph.D.
(assistant dean of medical student research),
and Richard Steinman, M.D./Ph.D. (director,
Pittsburgh Medical Scientist Training Program)
and appreciates the financial backing of UPMC
and Dean Arthur Levine, M.D.
As WSMA hopes to expand to a national
platform to address the evolving needs of female
physician scientists, we welcome peer institutions’
experiences and suggestions. Please tell us how
we can develop these opportunities with you
at: [email protected]. Learn more at: http://
students.medschool.pitt.edu/wsma/.
Campus-Based Intensive Faculty Development Program
By Ashli J. Sheidow, Ph.D., Associate Professor, Department of Psychiatry and Behavioral Sciences (Family Services Research Center) and Department of Pediatrics, Vice Chair for the Women Scholars Initiative, Medical University of South Carolina
Inspired by the AAMC’s highly effective profes-
sional development programs for women faculty,
the Women Scholars Initiative (WSI) at the
Medical University of South Carolina (MUSC)
set out to host an intensive two day program
on campus open to the full array of early- and
mid-career women faculty at MUSC. There are
six colleges at MUSC (medicine, dental medicine,
nursing, pharmacy, health professions, and
graduate studies), and WSI’s goal was to have
an event that would provide training to faculty
with diverse interests and career aspirations. Dr.
Etta Pisano, college of medicine dean and vice
president for medical affairs, is an avid supporter
of WSI’s initiatives and contributed the financial
resources for this inaugural program.
With input from AAMC staff members Elizabeth
Coakley,M.A.,andKevinGrigsby,D.S.W.,the
program was designed and implemented by a
group of women faculty volunteers at MUSC.
Ms. Coakley and Dr. Grigsby attended this
inaugural program to lead a few of the sessions;
other sessions were facilitated by local volunteer
Bridging the Career Development Gap...continued
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 14
GWIMSWatch • Spring 2013
speakers from MUSC and the greater Charleston
community. On February 11-12, 2013, the
program was presented to 54 women faculty
who were selected by their deans. The program
kicked off with a panel presentation over
breakfast on “Inspiring Women: What I Wish I
KnewThen,”whichfeaturedfourseniorwomen
faculty at MUSC who each shared career wisdom
they had accumulated over the years.
Next, attendees broke into concurrent, small
group sessions. These highly interactive sessions
included: time management and organization
skills, networking and communication skills,
negotiating skills, the art of self-promotion,
dealing with difficult people, promotion and
tenure, running effective meetings, using
temperament and communication in building a
mentoring network, internalizing your success,
and effective coping strategies. During lunch,
attendees participated in an interactive presen-
tation on how to use solution-focused problem
solving to find solutions to work/life balance. Two
small group sessions were held in the afternoon.
On the following day, a panel of MUSC’s deans
and provost presented “The State of Women
Faculty at MUSC.” Participants then attended
small group sessions followed by a working lunch
session where attendees were guided to “drive
a stake in the ground” by committing to specific
career advancement steps. The program closed
with a reception on campus to which all MUSC
women faculty were encouraged to attend to
socialize and network.
The feedback from the evaluations was
overwhelmingly positive. This event was a
wonderful opportunity for women faculty to
receive high caliber, interactive, and intensive
career development tailored to the specific needs
of MUSC women faculty. It allowed a diverse,
interdisciplinary mix of women faculty from
across the entire MUSC campus to receive career
development in a cost-effective manner. Lastly,
the experience of co-creating this inaugural
program with other women faculty was an
example of collaboration at its best.
Setting the Stage for Career Success
By Emily C. Walvoord, M.D., Assistant Dean for Faculty Affairs and Professional Development, Associate Professor of Clinical Pediatrics, and Krista Hoffmann-Longtin, M.A., Director of Programs and Evaluation, Office of Faculty Affairs and Professional Development, Indiana University School of Medicine
Faculty entering academic medicine today face
mounting challenges that affect their ability to
achieve their career goals. Yet, faculty often
receive little preparation for managing such
complexity. Women faculty, in particular, are
growing in number, but are concentrated in
junior faculty and nontenured positions.1 Junior
faculty development programs can be an
effective way to support and retain this important
constituency.
About the Program
Indiana University School of Medicine (IUSM)
developed the Leadership in Academic Medicine
Program (LAMP) in 2003 to address this need. The
Campus-Based Intensive Faculty Development Program...continued
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 15
GWIMSWatch • Spring 2013
cohort-based nine-month program is designed
to provide new faculty with the fundamentals
of leadership and career management. Women
typically comprise 50 percent of each cohort.
Participants include research and clinical faculty
in their second and third years. Topics addressed
during the monthly, three-hour sessions include:
• careerplanning
• promotionandtenure
• mentoring
• effectivefeedback
• effectivelecturing
• negotiationandconflictmanagement
• leadershipskills
• clinicalteachingskills
• timemanagement
Career Consultations
For the past three years, career development
consultations (CDCs) were included to assist
faculty in developing plans for academic
advancement. Participants are paired with
successful senior faculty from outside their
departments, for hour-long consultations. Before
the meetings, faculty supply their consultants
with a career development plan outlining their
strengths, challenges, and goals. These meetings
allow faculty to receive arms-length feedback
on their plans and expand their professional
network.
Outcomes
Program effectiveness is evaluated in a variety
of ways, including program evaluations, focus
groups, interviews, and regression analysis using
our school-wide faculty vitality survey. LAMP
faculty report higher levels of satisfaction than
their colleagues with:
• promotionandtenureprocess
• institutionalsenseofcommunity
• mentoringrelationships
• havingawell-developednetworkof
colleagues
• balancingprofessionalandpersonaldemands
Participants were overwhelmingly positive about
the CDC component of the program, particularly
valuing the assistance in clarifying their career
goals and improving plans to achieve these goals.
With up to 50 percent of clinical faculty intent
on leaving academic medicine,2 programs such
as LAMP and the CDCs demonstrate institutional
commitment to the growth and retention of
junior faculty. Assisting faculty with individualized
career planning, skill development, and learning
the institutional norms and resources fosters an
environment that promotes both individual and
institutional success.
Article: http://www.minnesotamedicine.com/PastIssues PastIssues2011/July2011/ALifeinPictures.aspx
1 Association of American Medical Colleges. (2012). Women in U.S. Academic Medicine and Science: Statistics and Benchmarking Report 2011-2012. Retrieved from: https://www.aamc.org/members/gwims/statistics/
2 Mann, S. (2011, July). Medical schools improve retention, job satisfaction. AAMC Reporter. Retrieved from: https://www.aamc.org/newsroom/report-erjuly11/254632/retention.html
Setting the Stage for Career Success...continued
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GWIMSWatch • Spring 2013
Inspirations features original contributions
related to the humanities or the art of medicine.
We invite readers to submit original narratives,
poems, artwork, photography, or other
expressions of creativity.
A Picture Is Worth More Than 1,000 Words—My Modification of the Old Adage
By Roberta E. Sonnino, M.D., FACS, FAAP Vice Dean for Faculty Affairs and Professional Development Associate Provost for Medical Affairs Wayne State University School of Medicine
Photography has
been a long-standing
passion for me ever
since the day my
dad gave me my
first Brownie camera
when I was about
three years old. It is
still my main method
of stress relief, and
over the years it has
morphed into my
own freelance photography business, Hi RES
Photos, (http://www.hiresphotos.com), which will
become a quasi full-time job when I retire from
academic medicine. I was self-taught for decades
until several years ago when I completed a
comprehensive photography course with the New
York Institute of Photography. I subsequently
gained valuable on-the-job experience taking high
school senior portraits for “Prestige Portraits, by
Lifetouch.”® I am a member of the Professional
Photographers of America, and I have passed the
written exam to become a certified professional
photographer. In April 2013, I will submit my
image portfolio to complete that process and
officially become one of a few thousand formally
certified photographers.
I have always sought a way to make photography
part of my professional life. While I will take
a picture of just about anything, including
wildlife, nature/macro, and underwater subjects,
my specialties are medical and children’s
photography. Having actively practiced pediatric
surgery for many years, my background allows
me to “capture the moment” in the medical
environment with a level of realism that
non-medically trained photographers cannot
bring to the project. Many of my images have
been published in scientific journals, various
periodicals, book covers, and on the Web sites
of professional organizations. A book illustrated
with my photographs entitled “Journey to
Authenticity: Voices of Chief Residents,” was
published by the ACGME in May 2007, and
received several awards. One of my pictures
is included in the exhibit “From Physician to
Inspirations
GWIMSWatch • Spring 2013
Association of American Medical Colleges Group on Women and Medicine in Science 17
GWIMSWatch • Spring 2013
Medical Doctor” at the AAMC headquarters in
Washington D.C., and two of my images have
been used as cover art for Academic Medicine.
As a firm believer in the importance of teaching
the art of medicine, as well as professionalism
and humanism in medicine, I have long strived
to capture these concepts in images. I have used
my passion for photography as a tool to illustrate
these concepts to trainees and to educate my
patients and their families. I am particularly
proud of a project I dubbed my “NICU rounds.”
During a weekly walk through the neonatal
intensive care unit, I took pictures of each baby
and created an
album for each
one so that families
would have lasting
images of their
child’s time in the
hospital. The feedback from those families (and
their caregivers) was priceless. Along those same
lines, I also volunteer for “Now I Lay Me Down
to Sleep—Infant Bereavement Photography.” We
provide families of stillborn babies, or infants who
are not likely to survive, with professional-quality
images taken at the hospital free of charge. In
many cases, these are the only visual memories
the family will have of their child. This gives me
a huge sense of satisfaction: I am no longer
practicing surgery or taking care of children, so it
allows me to do something to help these families
in a different way, through a skill that is as much
a part of me as is my being a pediatric surgeon.
Jocelyn Chertoff’s Inspirations: Handmade Jewelry
This Inspirations piece showcases some of
Dr. Jocelyn Chertoff’s handmade jewelry. Dr.
Chertoff is professor of radiology & OB/GYN,
assistant dean for clinical affairs, vice chair,
department of diagnostic radiology at the Geisel
School of Medicine at Dartmouth.
Inspirations...continued
Copper Bracelet
Necklace with Freshwater Pearls
Silver and Lava Rock Bracelet