PARTNERS knows that life happens. We support early career faculty who are facing care giving challenges so that career momentum can be maintained or restored when the going gets rough.
By offering professional and personal “extra hands,” the goal of PARTNERS is to restore stability and protect promising research careers.
Vanderbilt and Meharry faculty with extraordinary caregiving responsibilities may apply for PARTNERS.
QUESTIONS
For questions about the program, or to apply, please email Helen Bird, Senior Communications Specialist.
PARTNERS applications begin with a confidential screening to ensure eligibility is met.
Once eligibility is confirmed, the Scientific Review Committee will assess each application.
Division chief or chair will certify that faculty is in good standing.
The reasons for eligibility will NOT be conveyed, only the fact of eligibility for the award.
Assistance is tailored to eligibility and individual needs.
To be eligible to apply for PARTNERS, you must be:
- Faculty at the rank of instructor or above and
- Have a career development award such as a K that protects at least 50% of your time for research/training or
- Within the first year of your first R01 or equivalent (including VA Merit)
TYPES OF PROFESSIONAL RESOURCES (budget required)
Coverage of clinical time (buy-out)
Clinical study coordinator effort
Editorial support for manuscripts, grants, or progress reports
Trained medical record abstractors
Informatics expertise
Database enhancements
Laboratory technician effort
Statistical support
Project management consultant
Postdoctoral fellow
Work/study student assistant
INSIGHTS INTO NEEDS OF ACADEMIC FACULTY
Hartmann KE, Sundermann AC, Helton R, Bird H, Wood A. The Scope of Extra-Professional Caregiving Challenges Among Early Career Faculty: Findings From a University Medical Center. Academic Medicine. 2018; Epub ahead of print. PMID: 29596083
Jagsi R, Jones RD, Griffith KA, Brady KT, Brown AJ, Davis RD, Drake AF, Ford D, Fraser VJ, Hartmann KE, Hochman JS, Girdler S, Libby AM, Mangurian C, Regensteiner JG, Yonkers K, Escobar-Alvarez S, Myers ER. An Innovative Program to Support Gender Equity and Success in Academic Medicine: Early Experiences From the Doris Duke Charitable Foundation’s Fund to Retain Clinical Scientists. Ann Intern Med. 2018; Epub ahead of print. PMID: 29554690
Brown AM, Morrow JD, Limbird LE, at al. Centralized oversight of physician-scientist faculty development at Vanderbilt: Early outcomes. Acad Med. 2008;83:969–975. PMID: 18820531
Munson M, Weisz O, Masur S. Juggling on the ladder: Institutional awards help faculty overcome early-mid career obstacles. American Society of Cell Biology Newsletter. 2014; 37:9.
Jagsi R, Butterton JR, Starr R, Tarbell NJ. A targeted intervention for the career development of women in academic medicine. Arch Intern Med. 2007;167:343–345.
Beckett L, Nettiksimmons J, Howell LP, Villablanca AC. Do family responsibilities and a clinical versus research faculty position affect satisfaction with career and work-life balance for medical school faculty? J Womens Health. 2015;24:471–480.
For questions about the program, or to apply, please email Helen Bird, Senior Communications Specialist.
