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Top 10 Grant Writing Tutorials

Help Writing Protocols


Q: I’ve never written a protocol before. Where can I get help?

Roll over HERE for the answer.
A: For conceptual issues such as those involving protocol development, study design, and methodology, your mentor may be able to help. In addition, some of the individual classes and degree-granting programs listed at http://www.med.upenn.edu/clinrestraining/ cover these issues.

For guidance on drafting the actual protocol document, the Office of Human Research in the School of Medicine offers a downloadable template available HERE



















Guidelines for mentor/mentee conversations

Clinician-Educators: Years 4-6

Primary emphasis: Increasing scholarly productivity

“COAP and the University are looking for a steady stream of productivity – not a sudden flurry. Steady productivity demonstrates promise of future achievement.”

~ Reed E. Pyeritz, M.D., Ph.D., Professor of Medicine and Genetics; Chair, School of Medicine Committee on Appointments and Promotions, 2004 – 2007.

By now, faculty should have established a clear focus to their research, and they should be hitting their stride, producing papers on a steady basis. As faculty move into this middle phase of their appointments, any start-up funds their departments may have been able to provide early on will have dwindled. Mentors can help them identify sources of additional funding to protect time for scholarship.

Faculty should begin to explore limited administrative responsibilities in order to demonstrate good citizenship. They should also increase the amount of teaching they do outside the hospital. Finally, they should continue to evaluate whether the way they apportion their time from day-to-day matches their academic plans, bringing any discrepancies to the attention of their chief or chair during their annual performance review.

Myth or fact : The School of Medicine COAP expects C-Es to have at least one R01 in hand to be promoted to associate professor.

(Roll mouse over the correct answer)

Fact

Myth

Correct! The facts are: While the SOM COAP certainly looks favorably on NIH funding, SOM COAP guidelines do not require NIH funding – or any other grant funding – for promotion on the C-E track. However, many faculty find it advantageous to obtain funding to protect some time to achieve the excellence in scholarship needed for promotion. Often this funding comes from federal or privately funded translational/clinical/population science research studies in which the candidate is a participant.
Incorrect. The facts are: While the SOM COAP certainly looks favorably on NIH funding, SOM COAP guidelines do not require NIH funding – or any other grant funding – for promotion on the C-E track. However, many faculty find it advantageous to obtain funding to protect some time to achieve the excellence in scholarship needed for promotion. Often this funding comes from federal or privately funded translational/clinical/population science research studies in which the candidate is a participant.
















Myth or fact : Teaching doesn’t really count toward promotion.

(Roll mouse over the correct answer)

Myth

Fact

That's correct. The facts are:A record of teaching excellence will be crucial at both the School of Medicine COAP and at the Provosts’ Staff Conference, the third and final administrative level of review. At the PSC, deans from a number of schools throughout the university meet and scrutinize candidates’ teaching records to the same extent that they would scrutinize the records of their own faculty.
Incorrect. It is a myth. The facts are:A record of teaching excellence will be crucial at both the School of Medicine COAP and at the Provosts’ Staff Conference, the third and final administrative level of review. At the PSC, deans from a number of schools throughout the university meet and scrutinize candidates’ teaching records to the same extent that they would scrutinize the records of their own faculty.














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