Good afternoon, everyone. My name is Donna Sudak. I am the program director at Tower Health Brandywine General Psychiatry Residency Training Program outside of Philadelphia, and I'm a professor of psychiatry at Drexel University. And I'm delighted to have been asked to chair this symposium on empowering trainees to engage in scholarly work and leadership role. And one of the reasons I'm so pleased to be able to do this is because often folks find that scholarly activity in training programs is a challenge both for their faculty and their residents. And we are really growing the leaders of the future as we mentor residents. And the ability to seamlessly do this while we're engaged in clinical work is sometimes a challenge, both in terms of time and in thinking about how will I possibly accomplish this, both in terms of teaching our trainees how to do it and doing it ourselves. What we've assembled is a panel of experts about how to do this within a training program and beyond. And hopefully we'll be able to give you some resources that will help you with this and also help you to inspire your trainees, regardless of the size or the resources of your program. So I'm going to give a brief introduction to our panelists and let you know our objectives. And then Dr. Navid is going to give us a wonderful discourse about how to begin scholarly work, even if it's the very beginning. And then Dr. Deshan is going to give a real compendium on where you can find resources to get acknowledgement for your trainees in terms of awards and fellowships in terms of training them to take on further responsibility and leadership in our organizations in the future. And then we'll have some time to discuss with Dr. Gallanter and Dr. Vito particular questions that we found are fairly common among programs. Next slide, please. So our objectives are to, as I've mentioned, enable you to think about strategies to help your residents feel interested and empowered to do scholarly work and become academic clinicians. We're going to provide you with a list of resources to help people to learn how to do scholarly activity and really address those barriers that are core beliefs that people have about their capacity to do this sort of work so that they can be much more likely to engage in this important activity. Next slide, please. And I've already introduced myself, my pre-pandemic hair. Next slide, please. And I'll introduce our panel. The first is Dr. Deshan, who is now an assistant professor of psychiatry at Rutgers. Dr. Deshan has had an incredible experience in working within within organizations and maximizing his role as a leader in diversity in the APA. He's worked as an IMG fellow at ADPERT. He received the APA minority medical student mentorship program. He's worked in the assembly. And he has really spearheaded resources for folks who are aspiring psychiatrists, folks who are training in psychiatry, and now people who are attending psychiatry in terms of developing their interest in activity in scholarly activity and leadership. Next slide, please. Dr. Gallanter is a well-known mentor of particularly child and adolescent psychiatrists who is directing the Child and Adolescent Psychiatry Fellowship Program at SUNY Downstate. She has had a number of research awards and has been a leader in multiple organizations locally, nationally, and has been a well-known author and a mentor to countless numbers of trainees. Next slide, please. Dr. Naveed works in residency training at Griffin Memorial Hospital, but is known worldwide as a mentor to young researchers. He has worked as well at the University of Kansas and has published enormous numbers of papers and mentored junior researchers. Next slide, please. And finally, Dr. Vito is a clinical assistant professor at NYU, has worked at the APA and in SAMHSA, and has really been an incredible mentor of young people regarding advocacy work as well as work within scholarly activity. And if I forgot anybody's distinguished accomplishments, please add those in as you do your talk. Next slide. And now I'll turn the program over to Dr. Naveed, who will begin our discussion about how to begin scholarly work. Thank you very much, Dr. Sridhar. So, I'm going to briefly talk about scholarly work, where you can start and how can you build on your scholarly work as you proceed further in your future. Next slide, please. So, scholarly work is something that needs long-term commitment and it's a lifelong process. It does not start at any particular time in your life. For example, if you're applying for residency, then you start trying to do different case reports or review articles. But I feel like it's something that is part of your life as an academic clinician. If you are applying for promotion, that's where they also see whether you're doing any scholarly work. There can be different reasons and you can have your own reasons why you want to do scholarly work. It can be in policymaking processes. For example, if there is a legislative piece that you want to be part of that, it can lead to scholarly work and you can build your work on the top of it. And also, the scholarly work provides the foundation for clinical care. We all read about practice guidelines, but a lot of these practice guidelines are built on the basis of scholarly work. And more importantly, it's also important for understanding and furthering knowledge of field. And knowledge is really the strength in the field. In the whole scholarly work process, if you try to keep yourself updated, it will teach you about new hypotheses, new research questions, and those new research questions can become basis for your scholarly work. In the process of scholarly work, I think the mentorship is the most important component. You should be able to reach out to your mentors. You should be able to be willing to also reach out to your mentors. And what I have learned over time is that it is okay to ask for help. And there will be people along the way who can help you. Next slide. Now, how to ask for collaboration and how to ask for mentorship. I think mentors can be an amazing resource for you because they have been there. They have walked the path that you are starting to walk. So, ask for help. And you can find these mentors in different avenues. For example, you can look in the in the article that I just showed you. You can find mentors in the academic institute or institute that you're part of. If there is anyone doing any sort of work that resonates with your clinical interest, then reach out to them and ask them for their support and their guidance. If you're part of an organization like American Psychiatric Association, American Academy of Child and Adolescent Psychiatry, you can reach out to them. They have a mentorship network. So, they can also help you. And third thing, you can also look for, for example, if you want to work on aggression in children and adolescents, you can see who is the, who are the people who are publishing and who are doing the research on this topic. So, you can reach out to them and you will be amazed to see how people will respond to you. People are willing and eager to help others. So, don't be afraid of reaching out to other people. Who is my mentor? So, you know, this is tricky because when I started doing work and I did not reach out to a lot of people. So, I started to work with a medical student. He was a final year medical student at that time. So, we did a lot of work at that time and I was able to learn from him about this different aspect of manuscript writing, literature search, how to build hypothesis. And I did a lot of work in systematic review and meta-analysis. So, that person was leading me in a lot of ways and I felt like I grew a lot from his help. So, you should not be ashamed to ask for help. Please ask for help. Now, you can work in sitting New York. If you're sitting in New York and you want to work with someone like in Kansas or, you know, in California, that's very possible. You can reach out to that person. You can engage with them in a remote manner, but you can also do on-site work. For example, if there is a clinical trials unit, if there is a researcher who is doing research in your institution, at your institution, you can also reach out to them. Next slide. Next slide. So, different things that you can do as part of your scholarly work and it's always okay to start simple. You don't have to do a landmark study from the start. You don't have to publish, right, start from JAMA. You can start with very little, very simple, and then build your success on the top of it. For example, case reports and case series are very possible to write. We see clinical cases every day in our life. So, always be willing to find those cases and be able to write those up. To write a case report, you need a consent from patient. It should be novel and be careful about ethical aspect of case report writing because you have to make sure that patient information is not revealed. Next step can be, for example, if you are interested in certain topics, then you can write opinion articles, commentaries, letter to editors, and then there are certain resident-specific journals. For example, APA has a resident journal where you can write. Similarly, J-CAP has a sister journal, which is called J-CAP Connects, so that can be a good starting place if you want to write on something. Review articles and systematic reviews definitely can be another place where you can write, and the difference between systematic review and review articles is the systematic reviews involves more rigorous methodology, a lot more work, but it is very possible to do. When I started working, I actually started with systematic reviews, and another thing that systematic review involves is team building. While you're doing this research and it is helping you in a different way, it also is teaching you how to be a leader, how to be a team worker. The last thing is original studies. Original studies, definitely, if you're engaging human population, human participants, you need IRB approval. I think you can start with simple original studies. For example, we did a very simple study in Pakistan about peripartum depression in Pakistan. That was a very simple study, and our hypothesis was simple, but what my message is, don't shy away from starting simple and building your growth on the top of it. Next slide, please. In all of this, statistics is quite complex and boring, and it is, I think, because of not enough emphasis on statistics, biased statistics, but this is something you can learn, but you can also collaborate with other statisticians who can analyze data for you. All institutions have biased statisticians, and they can help you with data analysis, and it's okay to collaborate with them. A lot of times, they are very willing to engage with you, but if you want to learn your own statistical analysis, Andy Fields Learning Statistics using SPSS is a good start. There are other softwares, for example, R or SAS, that you can use, depending on your expertise. For meta-analysis, Cochrane's handbook is a very good resource. It's free. I like free stuff, and it is very easily written. Similarly, York University has a handbook on systematic review and meta-analysis. Coursera has several courses on statistical analysis. They also have a course by John Hopkins on how to do systematic review and meta-analysis. And then, Stanford University has a data analysis course that is pretty good. Next slide, please. And another thing that I wanted to add, YouTube is an excellent resource. You can also watch videos on YouTube, ask questions and comments, where people teach you very simple skills, how to start with statistical analysis. Manuscript writing can be a tedious process. It is actually a tedious process and needs a lot more attention and devotion. Sometimes, you have to go back and forth on your manuscript and keep writing your manuscript. When I write a manuscript, usually, I start with method and results first, and then I go to introduction. So, introduction is more of your need statement. Let's say if you are studying pediatric depression, first, you need to talk about the burden of the illness, and then you can talk about the consequences of pediatric depression, its long-term effects on the health of individuals. And then, you can slowly transition into, why do you want to start the study? How is it going to add to the science? And then, method and results, and then your results leads to your discussion. Another simple way to look into this is, how to write a manuscript? How do you want to structure this? So, look for similar articles that have been published, and how did the authors publish, write, written those manuscripts? That can be a very good starting point, but at, I think, the beginning or at any point in your life, you need to be very careful about plagiarism. You don't want to copy-paste stuff. And then, third is, there is different writing courses. One of my favorite ones, which is actually free and available to almost everyone, is scientific writing course by author. It is a Middle East agency who provides a lot of support to researchers from lower and middle-income countries. When I was starting, you know, early on in my career, there were people who were reviewing my manuscript from author aid and giving me direct feedback on how to improve and what to improve, and you would not believe it. They were doing a really thorough job, and I learned a lot from just having that interaction. Next slide, please. When we talk about writing courses, there are writing courses about Coursera. They are mentioned here. NIH also have, you know, a training course, and I mentioned about author aid, and there might be many million, but I think the key is to get started and work on that. Next slide. And then, next thing is databases, how to look for those articles, and I listed only four, but there are many databases that have indexed articles. For example, PubMed is one of them. Scopus, Web of Science, Google Scholar. For psych-specific, PsychInfo is there. Psycharticle is there. Web of Science I mentioned, and then there are so many other databases. For people who are applying for, you know, promotion and tenure, it's good to stick with PubMed, and if not PubMed, then Scopus, but a lot of time when you're applying for promotion and tenure, they want your articles to be published in PubMed or indexed in PubMed, and journals actually get indexed in PubMed. There are other ways if your journal is not indexed, but that needs a little bit more effort, so just be mindful of the fact that when you're publishing an article, look for where this article, where that journal is indexed, and journal website is a great resource. Almost all of them, they have info on indexing and abstracting, so you can take a hint from there. Next slide, please. So, here is to pick how to go for a journal, how to pick a journal. So, Elsewhere has a tool that is journal finder, but it only goes for Elsewhere journals, and you may miss a lot of journals who are not, you know, published by Elsewhere publishing agency. Second thing that you can do is you can look for similar articles and see where they have been published, and maybe look into them, go on their journals website. So, a few things that I look at those journals website is first, what is the aim and scope of the journal? For example, if a journal tells you the scope of this journal is psychopharmacology, it's not going to publish a journal, an article that is focused on psychotherapy, so be very mindful of that. Then, read about the aim of the journal. Also, you can paste your title and abstract in biosemantics, and that can give you some good feedback. Next slide. And be careful about predatory journals, and then, you know, scope of the journal, indexing, impact factors, and other things, and then open access and subscription journals. Many journals are hybrid journals, but there are some journals who are only subscription journals, so which means that members pay subscribing fees to get access to journals. So, you don't have to pay anything for publishing your articles, but open access, because it is open access, you may have to pay a fee, and sometimes they can be high, but your institution may very well pay for the open access fees. Next slide, please. Here are a few training programs for research. AP has a summer internship program, Harvard Med School has one, and NIH has one. I think my time is up. Next slide. If there are questions, I'm happy to answer those questions at the end. Thank you very much. Thank you, Dr. Naveed, for such a comprehensive presentation. So, I'm Mohammad Zeeshan. So, just a brief background about me, and the reason I'm sharing this background, just to highlight, like, if someone doesn't have any background, you can still do a lot of great works, just, I think, what Dr. Naveed mentioned, that, you know, don't shy away asking for help, and don't feel hesitant, which I feel might be the reason in many cases. So, just a little bit about me. So, I'm an international medical graduate from Pakistan, and before attending medical school, I worked in a restaurant for 12 years with my dad. And I always wondered why God wanted me to work in a restaurant, if my destination was to become a child psychiatrist. And I didn't get the answer until I got married. That's one of the, but, I mean, there are many things, but one of the things that my wife said about me is that I cook good food. So, I came to US in 2013, without any, I had good scores. And I did some observation, but I did not have any posters or publication. And honestly, I was even unaware of those terminology. So, during my residency at Bronx Lebanon Hospital, especially during my first year, so I was doing good clinically, a lot of good, you know, reading, I was very happy with, you know, my nerdy mind just to read more, get good scores and pride. But I was also looking around my other colleagues who have posters, publications, and because I knew that I wanted to do the child fellowship, and I knew that in order to go to a good program, I need to have some posters or publications. But when I started to enter in that, I would say, enter in that portion to start a scholarly work journey, it was really hard. So, today, I will share two lessons that I learned during that journey. One is how to, why it is important to come out of your comfort zone. And the second, you know, when you come out of comfort zone, sometimes you get really hard on yourself. So I will share two things. One, how to come out your comfort zone. And the second thing is how to be kind to yourself while you are expanding and learning new tools and strategies. So, so in my first year, I didn't have any abstract, no posters, but by the time I graduated, I did, I did fast track. So by the time I graduated from Bronx Lebanon Hospital, I believe I have more than 25 posters, I think two or three publications. And, but one thing I learned is, you know, that just how to get rid of my debt hesitancy. So I got matched at Boston Children, where I did my child psychiatry fellowship. I also did two year infant parent mental health fellowship. And I'm currently working as a system professor at Rutgers. And now you can imagine as someone who started out a career with no poster, no abstract in 2014. And in 2019, I think in five years, I mean, I, during I completed my fellowship, completed my residency, learned the process. And then in 2019, I started first infant parent mental health training programs in Pakistan to train lady health visitors in small villages in Pakistan. So these are a couple of pictures. This is on the left is my mentor, Dr. Alessandra Harrison. She's a world renowned expert on infant parent mental health. And she was very kind enough to go with me to Pakistan. And we are, and we did a couple of workshops and recent, and we recently finished studies of 44 mothers, where we help mothers how to talk to their babies who are less than three months old. And, and I'm also about to pilot first transgender mental health program in Pakistan. So just sharing a life journey that, you know, what you can do once you learn, you know, what are, you know, your strength, what are your vulnerabilities, and how to come across those vulnerabilities. And I really want to highlight, you know, the mentorship I received during my training in New York, Dr. Vito, Dr. Kathryn Gallanter. And then when I got involved in ADPART, Dr. Donna Seddock, and then Dr. Naveed, I mean, who is from my medical school, always a great mentors, and they have been really helpful in helping me, you know, understanding what to do and also what not to do. So just to share a bit journey, and this is mostly, I mean, I'm sharing in context of, you know, the as an IMG, international medical graduate, or someone who doesn't have any research or scholarly background, but they want to do something or so. So one thing that is one question that come across is, am I good enough? So let me just share a story, and then I can give some background. So this is a story of three groups of people who decided to reach on the top of the mountain. So they divided into three groups, group A, group B, and group C. And group A first decided they were very passionate, they wanted to reach, and they wanted to succeed. So they started climbing up, climbing up, but that, but after, you know, some hours, they start getting tired, fatigue, and one by one, they are coming back. And they were saying, you know, it's too hard, no one ever did it. So and it's too risky. So when they were coming back, the group B, they start clapping, they started clapping. And they were saying, Oh, see, they cannot do it, we can easily do it. It's not much to do. And then they started climbing, they went a little bit higher. But again, the same, same, I would say excuses. It's too high, no one ever did it. I don't know if I have that energy to do it. I don't know if I have the capacity to do it. And they also start coming back. And then the group C, when they saw both, you know, group A and group B, they failed. So they, they were happy, they were excited, you know, they, yeah, that they can do it. And they start going with that passion, that you know, who really have to achieve and going on and on and on. And then after some point, they also start getting tired. And one by one, they are coming down, except one person who just kept going on and on. And a lot of people start making comments, you know, that please don't go up, it's too risky. No one ever did it. You seem very, you don't, you never done so much. And you seem, you know, maybe a tired fatigue, who really care about you, we don't want you to get hurt. But that person just kept going on and on until that person reach on the top of the mountain. And when someone reached there, when that, so everyone started clapping and wanted to know what's the key, key to the success of that person's story. So when he was coming back, everyone was very excited to meet him. And but to their surprise, when he was coming down, instead of meeting them and greeting them, he was just started towards other side of the mountain. And then later people realized that he was deaf. So so the moral of the story, which I learned when I heard that story is sometimes especially when we are doing something new, something that is more challenging, something that we have never done. And something that is historically, I think I talked to him, we've mentioned, you know, there are some boring statistics, there are some challenging, you know, aspects. And the other thing which I learned is, you know, especially when you achieve something, for example, if I got my residency, I got good score, and I'm learning a new skill. So I always compare that skill, you know, my progress in that skill to my strength. So I always compare how much I'm moving forward. And I'm always comparing that progress to my, you know, if I'm to my progress in areas I'm strength with. And a lot of time when you do that comparison, it gets very frustrated, and you start feeling, oh, maybe it's not for me. So or sometimes also people around you, then they may also make that same comment. So whenever you know, you deal with the negative critics, our job simply to turn a deaf ear, which means being hard of hearing when people tell you that you cannot fulfill your dreams and goals, being hard of hearing when people tell you that you can't make it, being hard of hearing when people give you unconstructive feedback, and being hard of hearing when people try to put you down. And I would also highlight one thing, one thing, especially in the beginner, I mean, it doesn't mean that, you know, you that, you know, when someone gives you unconstructive feedback, you start ignoring it. But But sometimes, you know, when we start something new, we may get defensive. So this is a very delicate balance. It's a very thin line where you have to make sure that you cannot let those negative criticism let you down. But also, you have to make sure that you're not very defensive and getting annoyed or thinking, you know, that maybe that person, you know, doesn't want you to succeed. So it's a very thin, that's why it's everyday struggle. I mean, I still remember that struggle every day, every night, you know, should I go forward? Or should I stay in my comfort zone, reading more books, getting good scores, and try, you know, spending more time with the patient, which are very important. I'm not saying those are not important. But I think, and, and, you know, doing scholarly work in leadership role, and early on in your career is also very important. Again, I think clinical versus scholarly work, as I mentioned, usually, and again, I'm talking about international medical graduate, as a medical student, we are very comfortable, you know, studying, reading, getting more scores. So how, you know, and, and if you don't have any background of scholarly work, so how do you make that the scene, and I hope I shared a couple of things. One thing is you cannot compare the progress, what you have made in your clinical work, to the progress that you're doing, which is definitely very slow and something that you're learning. The second thing which I shared is that you have to somehow ignore the unconstructive feedback and, and also not be very defensive, or critical, self critical. And the third and the very important thing which I learned is that when you are struggling with, you know, making progress in areas you are good, which in my case was my clinical work and, and in some areas that you are not good, but you want to learn more. So, so, so sometime, you get so self critical, that you start negatively evaluating yourself based on your progress on, on your scholarly work, like you, you, and you start spending so much time in this to cover up the so called your weak area that you sometimes feel you sometimes forget your strengths. So how and when you go in that pathway of the scholarly work, you may make a lot of mistakes. So how you learn to forgive yourself. So let me just share with you another story. So this is a really beautiful, kind girl, eight to 10 year old, baby girl named Esperanza. And Esperanza, you know, she was always very fan of playing in at performing at stage. So today, she had a stage performance. So she told her mom, Mom, today is the day that I am listening to my heart. And mom said, Okay, what does that mean that you want to listen to your heart? She said, Mom, you know, I always wanted to, to perform on the stage. And today's the day that I'm planning to do one thing that I really that my really that my hearts really want me to do. And you know, with a very supportive mom, mom said, Yeah, I mean, good luck. And and then when she was walking, when she stepped out of the house, she saw a heart shaped rock. And she told mom, see, this is a sign that today is the day that I need to listen to my heart. And mom smiled. And then when she moved forward, then she saw a small baby kitten, who was who seemed very hungry. So she stopped, she opened her lunchbox, took a piece of the chicken and gave it to that kitten. And you know, kitten got very happy. And she said, Mom, look, today is the day that I'm listening to my heart. And when she went to school, so she saw this boy named Bao. And Bao is new to the school, he doesn't know the language, he's a lot of cultural barriers, and he has been very slow, isolated, that she has been noticing. And today, she said, you know, today, I listened to my heart. So I will make him my friend. So she invited him to play with her. And then they started playing for a while. And then later on, she went to the library, and she found a Vietnamese dictionary and learn how to write a word friend in Vietnamese and put him on put that on his desk. So when he came back to his desk, and he saw that, and he got very happy, very excited, that you know, someone is really caring about him. Anyhow, anyhow, they got friend in the evening, when there was a time to perform on the stage. So she, she was so excited that she fell down while going on the stage. And her dress got ripped off, she got very angry at herself, she start blaming herself, she start criticizing herself, she started remembering all those negative things she have done in her life, and how she has let her team down many times in the past. And when she went on the stage, and she forgot the lines, and then the teacher was reading the lines behind it. And that was a very frustrating for her. And she was just in a very negative place. She just left the stage crying, negatively criticizing herself. And while that time that the same friend bow, he came and he and he showed the word friend. And he told her, you know, in the morning, you were kind to me, can you be kind to yourself sometime. So the message I learned is that, you know, when we are doing something that is not what we are good at, or this something, especially I'm telling you research, I mean, they look very fancy on your resume. But if you don't have that background, it really, really drives you nuts. I mean, it really, really make you feel bored, frustrated, angry at yourself, at your family, at your mentors. So you really have to forgive yourself, you really have to be comfortable when you are making mistakes. And you really need to kind to yourself and appreciate yourself, that even the small, small, small thing that you're making progress with. So moving forward, I will share a couple of slides, you know, what are, you know, during my journey, and what I learned, what are different awards and fellowships that you can do during residency, there are, these are the list that is by American Psychiatric Association, they are APA, and don't get confused with the fellowship. So these are basically a fellowship where you attend a couple of, I mean, you get assigned with a mentor, you have to attend, I think, two meetings, or two or three meetings in each year, and then you will follow up with your mentors and work on some projects. So it's not separate fellowship, just like a child fellowship. These are just honorary fellowship, big competitive, you know, each fellowship has five or six, or maybe less or more, that the American Psychiatric Association choose, and you work very closely with the mentor on some projects. So these are some list, this is also some other list of APA fellowship, SAMHSA is substance abuse, they have provide some fellowships and awards on the substance abuse, subspecialty. And the same thing, there are residency, psychiatry research scholars, I mean, these names sound very fancy. I mean, these are competitive. But you know, until you open the APA, I will encourage you to go to psych.org, open the section of, you know, the awards for residency, early career psychiatrist, and look into the, you know, their details and don't shy away to apply for it. Don't, and also don't shy to reach out to people who are already award recipient to get to know what these awards are, and how they, how you can apply for it. These are also, and you can see there are so many, you know, this is the resident recognition award that is, you know, I think, each year, I think from one program can apply for one resident, and I think there are some certain criteria. And you can also involve in assembly. And also, they also have the representation to AMA. These are some other fellowship, child pride fellowship, people who are interested in learning about the pride process. I know it's very daunting, but it's very satisfying if you are part of that fellowship program. These are ad part fellowship, which are some for specifically for IMG, some are mostly on the leadership and advocacy. No couple of American Academy of Child and Adolescent Psychiatry awards, some are specific for only child and adolescent psychiatry fellow. Some are available for general psychiatry resident, and some of these are for early career psychiatrists. I will highly encourage you to ACAP systems of care special program, clinical poster project. These are all really great comparative, but you know, it's worth to apply for it. People who are more interested in formally in research, there are some pilot research award for early career faculty. There are some for general psychiatry residents, some focus on learning disability, some focused on ADHD. There are NIDA and ACAP resident training award. So yeah, so ACAP has a lot of awards at different level, both for general psychiatry residencies, CAP fellow, early career, people who have specific interest in specific areas. American Academy of Addiction. So I hope, you know, the message that I'm trying to give is that if you know that you're interested in any subspecialty, I will highly encourage you to look into the website, find the travel awards. And the other thing I would highly encourage you to get involved locally, like their local chapters and you will learn, you know, what are the requirements. You may meet people who may be already recipient of these awards. These are some ACGME and ACP, American Association of Academic Psychiatry, resident educator award. There are some other awards for psychotherapy, people who are interested in psychotherapy. Again, American Association of Psychodynamic Psychotherapy, AAPDPP. They also have mentorship program. They also have some travel award, people who are interested in more on psychoanalysis. So this is the Association of Psychoanalysis. There is so much. I mean, you just have to, you know, you just have to open those websites, look into it, try to reach out to mentors, try to reach out to people. And you will be surprised that how, I think that Dr. Naveed also highlighted that you will be surprised that people are really wanting to help you and trying to grow and trying to answer your question and your concerns. Some more research award that people are more interested on research track. Again, these are more focused on the research. There are travel awards to American College of Neuropsychopharmacology. There are psychiatry research scholar program, Pittsburgh Stanford Research Career Development Institute. These are some more for pharmaceutical fellowship award for minorities, Young Investigator Award for the Brain Behavior Research Foundation. There's the International Society of Psychogenetics Young Investigation Award. So these are just a list. Again, there are so many others way to get involved, but at least look into the website, some APA, ACAB, ADPARD, addiction psychiatry, forensic psychiatry, also get involved locally with your local chapter and see what are the possible opportunities. And this is my email. And then also, we would like to have a panel discussion with our group together. Thank you. So, so far, we are so fortunate to have such great panel speakers. You know, what really resonates to me was when Dr. Naveed had mentioned about mentorship is key. You know, I'll be talking with Dr. Gallanter. And, you know, I've known Dr. Gallanter since I was a PGY-1. And she really helped me navigate in terms of where to go when I was a trainee, you know, including like how including like helping with my Zoom lighting. And, you know, I think what's really helped me the most is which organizations to join to join and really meet mentors. And what Dr. Cezanne had mentioned earlier about coming out of comfort zone. So to me, my biggest obstacle, actually, the challenge for me was second guessing myself. And I think these are the feedback that I had received from my various mentors that I had been very fortunate to interact with. So I was also, first of all, very impressed and grateful for everybody's introductions and talks and doctor and the doctors did such a wonderful job about letting people know about ways to get involved in scholarly activity and in research. And I had a little bit of a different path into research because I did research prior to starting residency and then went on to do a research fellowship and a mentored K award. And so I think it was a different path, but it was in a little bit more of a structured path. But I think the thing that really resonated for me was this idea about reaching out to mentors and taking advantage of mentorship opportunities. I think all along your training, you're going to have opportunities to reach out to different types of mentors. And one thing that I know from my experience is I was always a little bit shy about reaching out to mentors and, you know, would they want to, you know, who would want to mentor me, things like that. And I think that some of the things that were mentioned in terms of reaching out to people, going through professional organizations, finding people at conferences, et cetera, all of those are talking to people who are just a little bit ahead of you, like the year ahead of you, or who kind of followed in the path or have taken a path that you might want to take. All of those places are good places to find out about how to get good mentors. And I think what you may find also with anything is that you may have to ask a few people until you find a person who's going to be a good mentor for you. And different people are mentors for different reasons. So I think that's also something to keep in mind. But I just wanted to reiterate it because I think it's such an important message. And I would say local professional organizations, we've talked about that a little bit, but ACAP district branches and APA district branches are really great places to look for mentorship opportunities. And those were my reflections. And I think we're ready to go to the Q&A. Perfect. Just one comment, Catherine, as we start the segment where we're going to entertain some questions. At the other end of mentorship is that often people don't recognize how rewarding that is for people to do so that mentors get a whole lot from those relationships. So in the shyness that people feel, they might need to remember that those people who are on that end are also benefiting from that relationship. It's part of the generativity of our profession, and it also teaches mentors things as well. One other comment that I had from the presentations is that one thing that people don't recognize is how often many of these fellowships go begging that there are not applicants even for them or that people aren't really trying to get them because they have these internal voices that Mohamed was referring to, that I'm not going to be good enough or those applications, they'll never accept me, when in fact that there are enormous numbers of resources out there that are possible to apply for and there's one way to absolutely make sure you won't get one and that is to not make the application. So I'll turn it over to Mohamed now to be able to engage us in some discussion. So thank you so much for the comments and now I would like to ask a couple of questions to our discussion panelist to make sure that we cover some of the main areas that at a program level or as an applicant level we must struggle. So the first question to our panelists is that how to fulfill ACGME requirements to engage residents in scholarly work especially in programs with limited resources? I think that's a great question and it's both very relevant to the training directors and also to the trainees. As a training director it's an ACGME requirement for our trainees to do scholarly activity and so we're very invested in our trainees, our residents, our fellows doing scholarly activity. We might be at a institution where there are a lot of resources and we might be an institution where there are lesser resources and so one thing for the trainees to keep in mind is that you should talk to your training director if you feel like there's not clarity about how to balance that scholarly activity needs with the need to also do your clinical work. You know the way that many programs do it is that they have some protected time for scholarly activity, they may have some didactics related to scholarly activity and there are lots of ways that you can kind of double dip. So you might be able to for example turn a quality improvement project into a scholarly activity project or you might be able to turn an exciting case that you presented at a case conference into a case report and so those are some nice low-hanging fruit ways to to address it. I guess the other thing you know both of our speakers spoke so eloquently about how you might as a trainee in a lower resource program use some of those ideas and opportunities as ways to get involved in scholarly activity. Also I mean now that I'm now that I'm on faculty you know I really encourage my trainees to be resourceful. You know you have to know what's your passion, what drives you and you have to know which of these programs you think you like and feel passionate about and what I like about some of the trainees is that they're very proactive but they actually go for these different organizations, they seek out what these programs that they have and then they become very creative and they bring it back to the program director or the faculties like how can we work this so that it will help me at the same time help the program. Some of these scholarships does not even require a lot of money in terms to incorporate within the program itself so you know what I encourage my trainees like be creative, go out there, try to seek, be proactive and look at all these different organizations and see what pertains there that you feel like it's for you and you feel very passionate. I think that's the most important thing as a trainee to learn like you have to chase what you're passionate about or else it will not look very authentic. I would also say that one of the things that is a limited resource that a training director can help with, Catherine was alluding to this I think, is providing time for scholarly work in the program so that we don't have to necessarily have everyone do K1 work when they're in training. There are lots of ways for clinicians to be scholars. What trainees often need is the helping hand of time made available for that and the expectation that they would get things to translate from the bedside to a publication for example and that it doesn't necessarily have to be an enormous research project but that scholarly activity has a larger breadth than that and we just need to make time available with end expectations for our trainees as well. And just a brief comment that that should not be the only reason that for the program or for the trainee to get involved and I have learned again I call it an excuse or the common hesitancy to come out of your comfort zone. A lot of people when I was working on they were telling me that you know they don't want to do academics, they don't want to go into fellowship and why they want to get involved in scholarly work, why they need all this posters and publications. So one thing which you know I found very helpful to share was that it's not that and again I often share that we don't know what that path will take but we don't want that in fourth year we realize that you know maybe I want to do fellowship or maybe I want to stay in academic and then time is already past. And even if you don't want to go academic nothing still I think learning the skills, building this confidence, learning the importance of networking. I mean I do part-time private practice and I think just learning the art of doing literature review, learning the art what are available on American Academy of Children, Adults and Psychiatry websites. So all these things are important for everyone no matter what their goals are either academic or non-academic, either fellowship or not fellowship. You know one more thing to add to something that folks have already brought up you know we've talked about mentorship and partnership. So you might have a great as a trainee an idea that you think is a great research idea and you may raise it say with your attending who doesn't feel like they have research expertise but they may have the clinical knowledge that you as a trainee are just acquiring and so if you guys get a partner with somebody who has more research expertise as a team together you really may be able to do something substantial. So and supervisors, clinical supervisors are you know as we've talked about many of us love the enthusiasm of trainees and what we learn from working with trainees. So I think figuring out what strength each person can bring to the table you know can really be a nice way a nice synergy and a nice way to get a really good project moving and completed. Yes Dr. Naveed. So I just have a comment. I think this is a collaboration also becomes key. So you don't have to bounce yourself to your institution. You can reach out to other people at other institutions who may have that skill set. So reach out to them and make start making relationships and they can do for you and I think a lot of time is the analysis that becomes a difficulty. IRB can be another one. So reach out to other people and see where you can collaborate with each other. I also echo what Dr. Naveed had said. You know sometimes if your program is very limited you mentioned about financial issues right, financial resources. Being active in different organizations is a way not just to network but to meet other people and that they have all the other ideas and who knows it might be like a good match between you and another person, another mentor from a different organization. So I think it's so important to have that access and kind of broaden your horizon. You're just not limited in your own program. Thank you so much for all the great suggestions. Let's see what we have next to ask from our panelists. So what is, so just want to ask the panelists if they feel okay because that's very common to get failure especially. So what is one time you failed and how did you learn from it? Very personal question. So I appreciate comments. Yes Dr. Vita. So I can't tell you one time I failed many times before you know but what comes to mind not so much with failure but I think what I've learned from it. When I was a trainee you know the feedback I get I got some good feedback and I also got not so good feedback and I tried to compensate for that by doing so much more than I can chew. You know my experience that I had my plate really really filled and therefore I could not do the best I can on all of them. I think what I've learned was that you know we try to strive for balance not perfection because if we do so many things at the same time not just pleasing others but pleasing yourself and say you know I'm going to do this, this, this, this. This can lead to burnout and I have a lot of trainees right now who's very very enthusiastic and want to do so many things at the same time and I think it's important to have balance right. Balance in your work, balance in your family because it's so important because right now burnout is such a very hot topic and that's so in terms of fail one time now. I've learned so much throughout my career and I'm still learning even though I'm no longer an early career I guess. I've mentioned this I think I'm now in my mid-career you know I'm still learning and what I've learned this time is to avoid burnout. I think it's important to have a balance and not for perfection. I think also it really helps to think of that word differently. I mean I don't think about failures so much as that something not turning out the way I expect it and what do I have to to do to learn from that or grow from that and and in obviously in terms of scholarly activity it's easy to think about publications for example that don't get accepted. This happens quite a bit and there's lots and lots to be gleaned from those experiences you know. It could be that it's the wrong journal choice you know as Dr. Naveed referenced that in his talk. It could be that you take those editors comments and you rework the paper in a particular way so that or you could learn about writing style or where you went wrong. I think one of the things that this harkens me to think about is how many times I've put together surveys to send out where it was was pretty clear that those surveys could have been asking questions that were much more tailored and and helpful and got me information that would have been better for me to have in terms of what I was looking for. So but each one of those experiences certainly made me better at what I'm doing and part of it is thinking about the experience as the experience of the project rather than being something about myself. What I was thinking was similar to what Dr. Sudha was saying which was submitting something and having it be rejected and that might be a manuscript and I think for a manuscript you know the best advice is take the feedback incorporate it and submit it somewhere else. So my you know and I think that's so important I have manuscripts that you know after a few rounds of not getting accepted they're still sitting in a file somewhere and so a big regret I have is that I didn't dust them off and try just yet again. I think also with some projects maybe like a grant submission or something else there's so much material that you learn that you gather that I think for one you've learned so much in doing it you know either with the people you've partnered with or the material that you've learned that in some ways it's even the reject the rejection itself while it while it stings is not you know it's not a reject it might be a rejection of that specific proposal but there's been so much that you might have gained from the process that I think it's not a full loss and and you can use a lot of that for say your next project so the next application you might be able to use pieces of what you wrote or you might be able to reach out again to the people that you contacted and say hey look there's this other opportunity I'd love working with you and I think we can do something really great the next time and and I think that those relationships often you know are there and can be rekindled no thank you so much and I think the success and failure especially when we start comparing ourselves to other I think that's also sometimes get can get frustrated it's always compare where you were before and with this process all those got rejected how much you have learned so let me ask Dr. Navid if any comment and then I will move forward yeah so I think we talked to our patients about resilience so this is all about resilience I still remember you know I was actually I submitted this article and we got revision second time and the trainee who was working with me asked me should we publish it somewhere else and you know so what I told her let's go through that let's see what comments we got back I think we can do that so we took a deeper dive into the article and we were able to publish that eventually in the same journal and today if I was looking at L metric score for for that article is actually among top 20% rank articles for office in a similar age so I think like Dr. Glenter mentioned is about retracing your steps and see what where would you have improved where would you have made things better and that's that's what resilience is all about thank you so much so let me just go to the next question so I think some of we may have touched but let me just ask to get some little bit more comments how to accept negative feedback and learn from it one piece of advice that I can give is for if you receive negative feedback like a some kind of rejection from an award that you apply for like some of the fellowship awards that dr. Zesham was talking about before or for a grant that wasn't accepted or something like that especially as a trainee I would reach out to the the people and say hey it can you give me a little feedback about why I wasn't chosen because I think there is so much to learn there a lot of the time for trainees the people who are organizing these kinds of programs or people who are really committed to mentoring and even if they only are allowed to or able to accept a small amount of people into their program they really want to help all of the trainees out there and I think they're a really valuable resource for for feedback on on next steps and how to you know improve your application the next time around or improve that next application that that might be out there the other thing I would say is that it really can sting to get negative feedback so you know maybe sit on it wait a little bit of time and then reach out and you know politely say I'd love to get some feedback etc the other thing I think is really helpful is to to separate the event from yourself as a person you know this this is sometimes this is a question of numbers rather than abilities I'm reflecting on this now in the aftermath of the match which as we all know right now in psychiatry is a is a daunting moment we're very talented people who would make wonderful psychiatrists are are facing a question of numbers rather than particular personal or professional ability and so I think it's important to separate yourself and your worth as a human from particular aspects of things that have to do with just virtually the numbers of people who are applying other types of feedback which have to do with actually being able to improve performance or your applications or anything else are actually gifts and you know I think that it's important to to see that sort of feedback in that particular way that all of us have the ability to learn and grow and do things in a better way and and being able to absorb comments and make modifications like that actually is going to help you to improve. Dr. Vito, Dr. Naveen, any comment? So one thing that I think also mentors can can learn and hopefully they're listening is it's also important how to give feedback so while you're doing feedback and you were you know challenging that person be also cognizant of the fact that you also have to recognize their strengths so so I just wanted to leave it out there. Yeah I kind of agree with you you know now that I'm in faculty I have to give feedback and there is really an art in giving feedback now as a faculty to a trainee but you know going back to your question as a trainee yes it's it really you know it can really bring down the confidence level when you hear negative feedback. This is not what you're expecting especially if there's something that you're really looking forward to and being the being past chair of the Gene Sprout Congressional Fellowship of the APA what impresses me most what Dr. Galanchad mentioned is that applicants who are rejected reach out to the chair and and inquire you know what can I do better what can I or what can be done better for next year I think that is the most impressive way of you know when you receive feedback not just from the different programs of scholarship that you have applied to or you know the rejection event for research or publication I think even that the tendings that you have gotten negative feedback it's really inquires like how do I move to be better right and I think that's the best way to do it to move forward is to find a way about improvements. Well thank you so much and I think sometime it's just maybe beginning to just start naming your feeling as Dr. Danzig was a name to tame it I mean you just feel you just say that you know you feel angry you feel disappointed rather than taking it personal. Okay so let me see if I may have more time to ask another question. I think actually we are close to the end of our time Mohammed and it might be a good thing for us to to get set to wrap up. I'm seeing that from from Chip's comment and I want to just really thank you and Dr. Navid for your incredible presentations. Thanks Dr. Vito and Dr. Gallanter for their discussions and I'm hopeful that this was useful to everyone. We really want to make the leaders of the future and the scholars of the future able to have more robust contributions to our profession and thank you all for being with me today in order to do this presentation.

panel discussion

empowering trainees

scholarly work

leadership roles

psychiatry

mentorship

trainee-faculty collaboration

scholarly activity

resilience

learning from failures

trainee empowerment