The Struggles of Writing a Thesis

Getting an MPH or PhD in Epidemiology on its own is no easy feat. Add in jobs, APEs, covid, and any kind of personal life and it can sometimes feel like you’re drowning in responsibilities and expectations. For second year master’s students, as we enter our final semester, we are also faced with the massive obstacle of completing a thesis or capstone. As I’ve seen countless peers, like myself, struggling to work on their thesis recently I thought I would share some of my own struggles and the things that have made them a bit easier, in the hopes of making someone else feel a little less alone.

Take a break. This past week I spent almost an entire day struggling to find an answer to a question I wasn’t even sure I understood. After agonizing over tables and DAGs but accomplishing nothing for hours I decided to take a break and go on a short hike near my apartment. Getting away from my computer, experiencing some nature, and getting some activity outside of the 30 foot walk from my desk to the kitchen saved my mental health, and reminded me that I don’t have to figure out the answer to every question on my own. Sometimes, giving your brain some time to reset may be just what you need.

On that note, talk to your advisor! Or at least a professor that can help you answer those hard questions you just can’t figure out. As much as we’ve learned in our classes over the past year and a half, there is still much to be learned in the field of public health that can only come from experience. Our professors, advisors, supervisors, and even our peers can offer insight into a problem we may have never considered. Having someone to go over ideas with or ask questions to has made this process so much easier for me, which is the point! Just remember, you’re not going through this alone.

Ask someone to hold you accountable. When I initially created the outline of my thesis, I thought the deadlines I set for myself to complete various parts were doable. Now that I’ve adjusted those deadlines 3 or more times I laugh at my early optimism. If you, like me, are slow to complete any task without external pressure then maybe you can relate. Telling someone else– your thesis advisor, a friend, or even a parent– when you plan to complete each section may help you hold yourself accountable and finally put in the work you know you’re capable of.

Create an inviting workspace. I’m someone who is easily distracted and who often finds any excuse not to do my work (hence writing this article instead of my thesis). That’s why spending the majority of my time working on the couch in my living room was not cutting it for me. I recently revamped my study space and I cannot emphasize how big of a difference it has made. Having a desk chair that is actually comfortable to sit in is a big enough enticement to forgo working on the couch, where a roommate, TV, and kitchen are all within easy access to help me ignore my responsibilities. Moving a lamp by my desk to get better lighting has also given the space a cozier feel. While I’m still battling temptations like my bed and social media, having a comfortable, clutter-free, and inviting study space has definitely helped ease some stress and increase my productivity. If you want to make your desk more inviting consider adding a plant, candle, or even hanging a picture over it to add a little positivity to your workspace.

Ultimately, we’re entering a period that has so much stress and uncertainty. Figuring out post-graduation plans while reconciling that for many, this is your last semester of school EVER is hard enough without rising covid cases, returning to online learning, and the exhaustion of surviving through two years of a global pandemic. Be gentle with yourself and give yourself grace. You and your thesis don’t have to be perfect. And remember that if there’s something you can do that would add even a little bit of joy to your life in this uneasy time, it’s probably worth it.

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The Competencies of the RSPH Epidemiology Department

Welcome back to the Spring semester 2022 at the Department of Epidemiology, Rollins School of Public Health. As we anticipate commencement at the end of this semester, I have been asked to describe what MPH and MPSH students should expect to be able to do by the time they graduate. In one respect, this question is easy for me to answer, because the Department and the Rollins School of Public Health have spent a lot of time describing the program competencies. These are the exact and complete answer to the question. The high level competencies for each degree program can be found in the student handbook, which is posted on the MPH/MSPH program Canvas page. For each high level competency, the department has a set of sub-level competencies, which go into greater detail.

For each competency, the department has a grid that ties the competency to specific courses, and even specific evaluation aspects of that course. For example, one high level competency that applies to all degree programs is “Formulate a research question and study aims.” This competency, and its sub-level competencies, then tie to specific degree requirements, including for this one completion of the Integrative Learning Experience. Every course syllabus must name the competencies it addresses and describe the specific sections of the course and evaluation methods that address them (this makes up the grid). All of these competencies and the grid were reviewed by a visiting committee put together by the Association of Schools & Programs of Public Health, (ASPPH) which sponsors the Council for Education for Public Health (CEPH). CEPH is the accrediting body for MPH, MSPH, and similar degree programs at schools and programs in public health in the United States and elsewhere. The Rollins School of Public Health went through its accreditation renewal in the fall of 2019, and was awarded the longest possible accreditation of seven years in 2020. The review found no educational aspects that required reconsideration, which is a remarkable achievement and indicative of the emphasis on education at RSPH. You can read the complete RSPH self-study and the accreditation report from CEPH at this link.

The evaluation of the curriculum is an ongoing effort. We regularly review changing methods and areas of educational emphasis in public health. For example, in 2020 the department reviewed its accredited competencies to see whether they adequately addressed racism as a public health crisis. Although the existing competencies did address the topic, our view was that the existing competencies should be improved. New competencies were developed by an ad hoc committee – we are fortunate to have on our faculty experts in this topic, and they contributed substantially to these competency revision. The competencies were reviewed and unanimously approved by the department faculty, and we are now implementing them into the curriculum requirements. As leaders in this development, the department was invited to present the new competencies to a joint meeting of the ASPPH curriculum and diversity & inclusion committees. They have also been shared with the CDC’s educational programs and with program directors and faculty at peer institutions. We hope that they will be influential as these colleagues develop their own competencies, and we know that our own competencies will undergo constant reevaluation and improvement.

I suspect that this column is not what was expected! You might have thought that I would provide a list of the knowledge, skills and philosophies that MPH and MSPH students should expect to master when they graduate. I would be remiss, though, to provide such a list as a single member of the faculty. Our department’s faculty and its committees have spent long hours considering this question and arriving at consensus views. A second group of faculty spent long hours arriving at the processes by which the competencies would be implemented and achieved in the curriculum. The school and department invested substantial time to prepare for the CEPH accreditation (the RSPH self-study document is 410 pages long!). CEPH spent long hours reviewing and evaluating the program, including a days long site visit (the CEPH report is 109 pages long!). And the process of self evaluation and improvement is ongoing, as illustrated by the recent revisions to competencies on racism as a public health crisis. I would be remiss to substitute my solo views for this body of completed work and ongoing effort. Hopefully this description of the effort provides an adequate substitute for the expected answer. I invite you to review the student handbook and accreditation documents, and we welcome your input as we continue to evaluate and improve the programs’ competencies.

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The Road to Academia

By: Lauren McCullough, PhD

While there are many paths to a career in academia, it is almost universally true that an advanced doctoral degree (research, professional, or clinical) is necessary. After obtaining your undergraduate degree, graduate education (first your master’s degree and then your doctorate) is the next step. In my opinion, two factors should be strongly considered. First, consider an institution with strong didactic training and at least one faculty you are interested in working with. They should be genuinely interested and available to train you! Doctoral education is a long road, and a great mentor-mentee relationship will keep you happy and satisfied through the graduate school experience. 

Similarly, going to a program that has opportunities to support your training (assistance-ships, traineeships, etc.) will reduce the economic burden later in your career. Following graduate studies, many trainees consider a postdoc which consists of a 2–4 year period where you would work closely with a faculty member and further develop your research skills. The decision to pursue a postdoc depends on your preparation and the type of academic job you want which could range from 100% teaching to 100% research.

The pros and cons of being an academic?

Like all careers, there are advantages and disadvantages to being an academic. Ask five academics to list their top pros and cons, and you’d likely get five different answers! Below, I attempt to summarize a few advantages and disadvantages:

Pros

• Flexibility with your schedule – we tend to work at times that align with our productive hours (I’m a morning person) or that are convenient given familial and personal obligations.
• Ability to focus on activities that you find interesting – this is a biggie for me. I can largely spend time doing the things I like (e.g., mentoring and grant writing) and less time on the things I don’t!
• Independence – academics develop their own program of research and scholarly work. There is no ‘boss’ micromanaging your activities.

Cons

In my opinion, many of the cons can be managed–particularly if you’ve done some soul searching and know what type of academic job you want.

• Teaching, research, or service expectations – despite the flexibility and independence that comes with being an academic, your institutions may have expectations that don’t always align with your preferences.
• Propensity to bring work home – there is always another paper to edit, grant to write, service to complete, or email to send. Moreover, as ‘thinkers,’ the academic brain rarely turns off. I have to be deliberate in creating space for myself and my family.
• Compensation – Generally, salaries for faculty are low, particularly when you consider the years of training. However, considering compensation alongside the intellectual freedom and flexibility that comes with a career in the academy, it may be adequate. If you get into academics thinking you will be wealthy, you will likely be disappointed!

Is being an academic right for you?

While there are no single definitive criteria to consider when deciding on a career in the academy, there may be characteristics that one should consider—first, a love of learning. Second, being comfortable not knowing—the longer I’m in the academy, the more I realize how much I don’t know! Third, a passion and excitement for the work you do; many aspects of being an academic are tedious and time-consuming, you need your passion to carry you through. Finally, tough skin. Rejection is inevitable. Our proposals and papers are frequently rejected. We face similar rejection from trainees or colleagues that we are trying to recruit or from our students through course evaluations.

The only way to truly know if an academic career is right for you is to do your homework. Talk with trainees, faculty, and leadership (consider chatting with folks at all levels: doctoral trainees to department chairs). Understand their path, unique skills, and interest, and most importantly: KNOW YOURSELF!

Dr. Lauren E. McCullough is Rollins Assistant Professor in the Department of Epidemiology at the Rollins School of Public Health. Her overarching research interests are in the life-course epidemiology of cancer (breast cancer and lymphoma), specifically the contributions of obesity and physical inactivity to the tumor epigenome and microenvironment, as well as disparities in cancer outcomes. 

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Data Analysis in the Real World

By: Nicole Luisi, MPH, MS

In movies and television, when a data analyst is assigned a task they spring to action, typing hundreds of words per minute without ever looking down from their wall of monitors — cut to them presenting the results, glossing over the details on how they scraped all the data from some website, performed a complex analysis, and solved a crime, all in about 60 seconds. Admittedly, it would make for some pretty boring television if they showed the 7 hours that person had to spend reformatting and cleaning a dataset, the 4 hours it took to resolve an error they encountered, or the 2 hours they spent staring at the screen trying to find the missing parenthesis that broke everything and caused them to question all of their life choices. Although we all envision ourselves solving the world’s problems with our fancy analyses, the reality is that real-world data can be messy, and we will probably spend 25% of our time on those fancy analyses and the other 75% on data cleaning and preparation.

In the classroom, we often use examples that demonstrate techniques (working with missing values, cleaning character data, etc.), but there is really no substitute for time and experience with real data. Real-world data is predictably unpredictable! Even the best systems can’t anticipate every issue that will occur during data collection, but it is safe to assume that you will encounter something you did not expect. Some things are just out of our control – your online survey platform could glitch and cause the skip patterns to fail, the intern you are training could accidentally enter data in the wrong table, a teenager might create a bunch of fake identities to repeatedly join your online study and scam you out of incentives, someone may even show up to enroll in person for your study and turn out to be 2 kids in a trench coat.    

So, what can aspiring data analysts do to prepare to work with messy, unpredictable data and stand out to potential employers?

• Get a solid foundation in the platform(s) you plan to use most. At Rollins we focus on SAS and R which are both widely used in epidemiology, but if you have a dream job in mind, find out what that organization prefers. It’s great to have some working knowledge of a variety of tools, but you want to get really good with one or two. If you like the structure of a class, you can consider formal classes and workshops offered by companies like SAS or R Studio, and there are a number of great online platforms that offer training as well (LinkedIn Learning, Coursera, DataCamp). There are also a lot of useful books out there with companion websites that provide datasets and practice exercises.
• Get some experience with real data. Again, you can only simulate so much in the classroom – working with real data (and its issues) will expose you to all kind of things. This experience might come through formal opportunities with employment, internships or volunteer work, through a thesis or practicum, or even on your own through the use of publicly available data. There is a ton of public health data available online (Census, NIH, CDC), and if you just want to play around and improve your skills, people have created all kinds of interesting datasets and made them available online (Github, Kaggle, FiveThirtyEight) – go ahead and download a dataset full of Netflix movie reviews, sportsball stats, Twitter posts with the latest controversial hashtag, anything that is interesting to you!
• Practice, practice, practice. Programming is otherwise known as…learning a programming language. Classroom training is only part of this – it can get you the foundation but to really excel you must put in the time. If you were trying to learn a new language, even after taking a traditional class, you might spend an hour a day on Duolingo, listen to songs in that language, or read books and articles in that language, looking up any words you don’t know along the way…it’s the same thing here. The more practice you get, especially with real data, the more you will have to draw from when you encounter something new. You don’t have to know everything (I certainly don’t), but you will get better at doing things from memory that you have done dozens of times, and you will also remember unique examples that forced you to learn something new. Much like reading will expand your vocabulary, practice will add techniques to your toolbox that you can adapt when faced with similar tasks later on.
• Focus on other related skills such as problem solving, communication, and critical thinking – it’s not ALL about programming. Even if you are starting out in a position where you don’t have a lot of input, you can still exercise these skills as an analyst. The best data analysts I have worked with are detail oriented people that take the time to ask questions (even of themselves) and carefully evaluate their own work. In some ways as an analyst it’s helpful to be a bit of a pessimist (at least that’s my excuse) – I spend a lot of my time anticipating things that could go wrong to prevent and identify data quality issues. As a hiring manager, I think programming and analysis skills are necessary, but I also think it is important to give equal weight to other skills like subject matter expertise, creativity, communication skills, attention to detail, etc. I would be more likely to hire a well-rounded person that has experience working on a real study, over someone with numerous technical skills and certifications on their resume that has only ever done this type of work in a classroom.

If you want to be a great analyst, in some ways you will always need to consider yourself a student – I learn something new every day doing this type of work. Spend some time early in your program figuring out what appeals to you most in terms of software and data and then get to it!  

Nicole Luisi (MPH, MS) is a Director of Data Analytics and Informatics Projects in the Rollins School of Public Health, and an instructor in the Department of Epidemiology. She also teaches several courses for the Executive MPH program and serves as the EMPH Applied Epidemiology thesis advisor. Featured here is her dog, Doug, doing some casual data analysis.

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Is Research Epidemiology For You?

By: Kristina Lai, MPH

One of the things I love most about my career as an epidemiologist is just how flexible my skills are thanks to the broad applications of my training. An area that is less well known is the role that epidemiologists play in clinical research and academic medicine. Research epidemiologists can work in nearly any medical specialty. They may work only with specific physician researchers or on collaborative studies within a larger clinical research team. This type of position is distinct from hospital epidemiologists involved in infection prevention and control.

I graduated from RSPH in 2016 with an MPH in Global Epidemiology. I initially worked in infectious disease surveillance and control at a local health department in Atlanta until I decided to pivot to a position that would allow me to use more of my data analysis skills. Thanks to my network and connections from my former ADAP, I found a dynamic role as a Research Epidemiologist with the Aflac Cancer and Blood Disorders Center at Children’s Healthcare of Atlanta. While I am no longer in this role, the research experience I gained was instrumental in preparing me for my current PhD program and my future career.

Epidemiologists in a clinical research and health services environment use many skills including study design, data analysis, data manipulation, and informatics. In my specific role, I led the collection and management of the largest longitudinal database of pediatric sickle cell patients in the country and served as the primary analyst and statistician for research studies related to sickle cell disease to better understand utilization, clinical outcomes, and health disparities among our pediatric patients. I also consulted on clinical study design and analysis plans, and managed data requests for clinical trials, grants, research studies, and quality improvement assessments. I also helped with the submission of IRB protocols, data use agreements, and other regulatory approvals.

Here are a few of the unique benefits of working as an epidemiologist in medical research:

1. Because you work with physicians who may not have epidemiologic training, you are often the expert in study design and data analysis for your clinical team. For this reason, most epidemiologists will have at least a couple of years of work experience under their belts before taking on a role like this.
2. You get to learn about all kinds of new research and hospital data management. I never thought I would know so much about blood disorders, but now I feel honored to have contributed to this important work. I also had the opportunity to work with specialists in informatics, outcomes research, and partners at universities and health agencies across the country.
3. You get to work with primary data and electronic medical records. This may not seem like much of a benefit, but the amount of data available to us for retrospective studies can answer a wide range of research questions that are just not possible in most epidemiology roles. That means that your research can impact clinical operations and decision-making.

There are many ways to get involved in this type of work. The Emory Healthcare and Children’s Healthcare of Atlanta systems are great places to network and get research experience. You can start as a student through your practicum, REAL positions, or thesis by reaching out to faculty members or looking for posted positions. Many clinicians may have a research idea or even full datasets, but they often need help from someone with the bandwidth to analyze it. While all epidemiologists on my team had at least a couple of years of epidemiology experience, one great way to start is by working as a data manager or clinical research coordinator to familiarize yourself with the clinical research environment. So, if you’re naturally curious, interested in applying your epidemiology skills to a clinical environment, and looking to gain valuable research experience, a role as a research epidemiologist might be for you!

Kristina Lai, MPH is a PhD student in Epidemiology at the University of California, Davis and a data manager with the California Department of Public Health. Kristina is also the co-founder of Allen & Lai Consulting LLC. She has broad experience with public health surveillance, clinical research, and international nonprofits. Kristina’s current interests lie at the intersection of health equity, infectious disease, and climate change.

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Taking the Path Less Traveled (Part 2)

In the second of two segments on working in consulting after an epidemiology degree, Haley Adrian discusses what her role in consulting looks like and how she uses the skills she learned at RSPH in her new field.

 The Role

As I’ve settled into my role at DHG over the past two years, I’ve learned about lot about myself, and particularly about the importance of those transferrable skills. Even though I don’t actively practice any of the formulas or work in the coding systems I learned at RSPH, nor do I directly impact public or individual health, I do use my strengths in analytics and my passion for connecting with people.

One of my primary roles is updating and navigating complex financial models and pricing models in Excel. For example, when our team is producing a financial feasibility study for a senior living client, we create a dynamic financial model in Excel that includes client’s forecasted financial statements for the next x years (usually 5-6). The model could include numerous sheets, many of which are interconnected and all of which feed into the client’s financial statement. The financial statements are influenced by an array of variables, including operating revenues and expenses, entrance or rental fees, bond financing, community occupancy and healthcare utilization assumptions, the list continues.  Similar to how during the SAS coding process you must be aware of exactly what your code lines are saying and how they’ll influence your data, the operator of these financial models in Excel must use great caution when updated cell links or manipulating formulas.

As another example, if I am working with a hospital client that is looking to update their pricing structure, I will work in an Excel model with upwards of tens of thousands of rows and a range of column considerations. The first step in that process is cleaning the data, like what you may do as a first step during a thesis. After cleaning the data, I start to gain an understanding for the existing pricing structure – What rules are in place for certain categories of charges? What charge codes were historically manually priced? What is the previous mark-up from CMS? Next steps include setting up formulas that pull data and assumptions from CMS and other standards, as well as the hospital’s strategic priorities. For example, the hospital may be interested in applying a variety of mark-ups to their prices based on charge category. Between modeling existing prices and testing proposed prices, as well as communicating with the client, these types of engagements can take quite a bit of analytics skills, strong communication skills, and project management, all of which were enhanced during my time at RSPH.

As alluded to, I have also assumed an auxiliary role within my team and the Firm – From helping plan conferences, to writing whitepapers, and even implementing Firm-wide diversity and inclusion initiatives, I’ve been able to maintain a close connection to people and make an impact on their experiences with DHG. I’m very thankful for this part of my “job” and grateful for my performance coach and Partner supporting these auxiliary tasks that energize me and make my job so fun.

Closing Thoughts

As someone who took the road less traveled, I cannot emphasize enough how important it is to understand and utilize your passions and strengths, even if they do not align directly with your background or education. If this is the route you take, there may be a hefty learning curve, so as you are challenging yourself, don’t forget to give yourself grace. If you use the resources around you, put your best foot forward, and continue to escalate the skills you need to succeed, you will find yourself right where you are supposed to be. For me, two years after making a bit of a pivot, I can say confidently I’ve found the right career.

Haley Adrian, MPH (EPI 2020) is currently a consultant at Dixon Hughes Goodman, LLP. DHG is a top 20 professional services firm, offering expertise in Assurance, Tax, and Advisory across all 50 states and internationally. If any current students or alumni are interested in connecting with Haley regarding professional insights or career opportunities at DHG, please contact her at Haley [dot] Adrian [at] dhg [dot] com.

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Taking the Path Less Traveled (Part 1)

In the first of two segments on working in consulting after an epidemiology degree, Haley Adrian discusses the path that led her to a consulting career and how she leveraged her experiences and resources at RSPH to land her a job in a seemingly unrelated field.

 Take a Breath and Give Yourself Grace

Reflecting on my journey as an MPH candidate at Emory’s Rollins Schools of Public Health (RSPH), the end of Fall semester can be one of the most stressful and challenging times of the year. First Years have hardly settled into their class schedules, yet are already beginning the search for an Applied Practice Experience. Many Second Years are likely hundreds of code lines deep into their theses and also managing their first round of job applications. Balancing these priorities while uncovering your next steps professionally is no easy feat – So as you navigate these challenges, take a deep breath, utilize your strengths, pursue your passions, and always give yourself grace.

If the Shoe Fits

A Master of Public Health in Epidemiology is no one-size-fits-all degree. You can pursue an array of careers – Field Epidemiologist, Data Analyst, Instructor in Higher Education – the list goes on. However, for me, none of the more traditional epidemiology careers felt like a right fit. I took a hiatus from submitting applications to take a breath and think more deeply about where my strengths and passions lied. The healthcare consulting arena kept emerging at the forefront of my reflections. To uncover exactly what a career in healthcare consulting looked like, I joined the Rollins Consulting Group (RCG) and poked around a few Firms’ websites to learn more. This exercise helped me realize healthcare consulting sat at the intersection of healthcare and business – the perfect merge of my passion for connecting with people and my innate business-oriented mind. Healthcare consulting was the path I was on – however, what firm and what type of consulting was still very much in question.

The Importance of Storytelling

To best prepare myself for the rigorous and competitive consulting application process, the Rollins School of Public Health’s Office of Career Development (RSPH CD) helped me reframe the experiences in my resume and create storytelling in my cover letter. This process took a lot of critical evaluation and even some creativity. Roger Presswood, with RSPH CD, walked me through all of my work and leadership experiences, helping me realize that I actually had experience consulting, but on my resume, it was called “Senior Assignment”. My Undergraduate Senior Assignment team worked with a local senior living community to evaluate their needs and implement a music therapy, physical activity program. In public health, we may call that a “needs assessment” and “program planning and implementation”. However, it is conceptually the same process as consulting – A client “hired” our team to fulfill a need in their organization and we successfully did so by utilizing our field’s best practices. Using this perspective, I simply changed the section title on my resume to “Consulting Experience,” giving consulting recruiters something to gravitate their eyes to.

In addition to revamping my consulting experiences, we also highlighted tangible and intangible skills that are vital in the consulting arena – Project management, leadership, analytics, presentation and writing skills, time management, innovation. I illustrated concrete evidence of these skills throughout my resume and cover letter but also utilized terminology from each respective firm’s web pages and job descriptions. I believe pitching myself in a way that aligned with the firm’s vernacular and culture was a major contributor to landing my first interview.

Transferrable Skills Cannot Be Overstated

Throughout the application and interview process Dixon Hughes Goodman, LLP (DHG) became my target firm – The company culture, the services offered, and team comradery aligned well with what I was wanting out of a job and, more importantly, a career. There was just one concern – The Senior Living team’s services were finance-oriented – Feasibility studies, strategic planning, pricing analyses, and market analysis. Even though I had filled the “consulting” gap on my resume and cover letter, I needed to find a way to dust off the rust on my financial skills that had not been touched since undergrad. Roger’s first suggestion was to enroll in RSPH Health Policy and Management and/or Emory Goizueta School of Business classes – and that I did.

Prior to starting financial classes, I completed two rounds of interviews with DHG. The second interview was in-person with four of their team members, all of which inquired exactly how someone with an MPH in Epidemiology would serve as an asset to the DHG Senior Living team. The simple, technical answer was math – Epidemiology and finance are both foundational in mathematics. If I could learn the ins and outs of complicated concepts like logistic regression and could remember the near-infinite varieties of mortality measures, then surely I could interpret a balance sheet or a statement of cash flows. The more personal answer was that I brought a fresh, unique perspective to the team – yes, I could assist with client-facing work, but I could also use my strong statistical skills to update our existing benchmarking databases by adding new data points and strata.

Haley Adrian, MPH (EPI 2020) is currently a consultant at Dixon Hughes Goodman, LLP. DHG is a top 20 professional services firm, offering expertise in Assurance, Tax, and Advisory across all 50 states and internationally. If any current students or alumni are interested in connecting with Haley regarding professional insights or career opportunities at DHG, please contact her at Haley [dot] Adrian [at] dhg [dot] com.

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How to Avoid Common Interview Mistakes

I have previously written a PROspective column with tips for online interviewing (https://scholarblogs.emory.edu/epi/prospective/preparing-for-interviews). Even as the COVID-19 pandemic diminishes, many organizations have kept to online interviewing, especially for first round applicants. It makes a lot of sense. Online interviewing is more time efficient, allows interviews for more candidates, and reduces the carbon footprint attached to recruiting. I suspect that online interviews will remain the norm, especially for first rounds of interviews, so these tips remain relevant. Many of them apply also to in-person interviews.

Today I have been asked for tips of what NOT to do during an interview (online or in-person). For the most part, these ideas apply to first-round interviews, and they fall into three categories: don’t be unprepared or generically prepared, don’t be presumptuous, and don’t try to stand out for reasons unrelated to the job.

Don’t be unprepared or generically prepared. To prepare for an online first interview, be sure that you have a good idea of the job description and the organization. Do some research in advance to understand both the job and the larger mission of the organization. As I wrote in the earlier column, you will almost certainly be asked what appeals to you about the position or why you think you might be a good fit for it. Since you know this question is coming (and a few others; see earlier column), you should be ready with a compelling answer. Do not just repeat back elements of the job description. Tie elements of the job description to work you have done, classes you have taken, or other experiences. Imagine the job description says that summarizing and interpreting epidemiologic data is part of the work. If you answer, “I like the idea of summarizing and interpreting epidemiologic data” when asked why you are interested, you have only repeated back to the interviewer an element of the job description they wrote. If you answer, “I really enjoyed analyzing data for my practicum on XXX, summarizing it for a poster, and then presenting it to students and faculty. I remember one conversation where we talked about YYY and it gave me ideas for ZZZ new directions. I think I can bring those skills to this position” – now you have really tied a specific experience and skill set to an element of the job description. Since you know this type of question is coming, you can be ready in advance with a specific answer that shows you are ready for the job and enthusiastic about it.

Don’t be presumptuous. One of the great hazards of first interviews is to ask questions that presume you might get the offer. Avoid asking about salary, start dates, benefits, vacation time, etc. These questions are important, but should be reserved for a second interview. The only fair question in this space is to ask what their timeline is for next steps (don’t ask about timeline for an offer – next step will often be another interview or in-person meeting). You have good reason to know their schedule so you can coordinate with other opportunities you might be pursuing. Skilled interviewers will always say when you will hear back, so keep even this question to the end and ask only if the information has not been given by the interviewer by the time the interview is closing.

Don’t stand out for reasons unrelated to the job. It is tempting to think about something memorable that will make you stand out. Do not put something clever in the background of your zoom camera or hanging on the wall behind you. Do not ask a question you might think is clever (like “What types of restaurants do you visit when you travel?” – someone actually asked it; it has nothing to do with the job). Don’t share horror stories about your previous job or supervisor – if you complain about past jobs, interviewers assume you will eventually complain about this job. Don’t search the internet to find clever questions or things to say at an interview. Be your authentic, professional, and collegial self – it’s more than enough to land the job.

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Adjusting to Life Offline

My first year at Rollins I constantly bemoaned our heavily online format. I skipped most social or extracurricular events because I was tired of zoom meetings and I struggled to focus in online lectures. Now that we’ve returned to basically in-person everything I regret dismissing the benefits of a work from home life and have found it hard to motivate myself to attend classes and events which could once easily be joined from the comfort of my couch. Regardless of our backgrounds, almost all of us have had to readjust to life in-person this semester.

Going back to a life offline is forcing us to use many social skills that we haven’t practiced for well over a year. Our activities and conversations were limited to a familiar pattern among a select group of friends and family that have made the prospect of in-person interactions seem daunting. While there have been many changes to our society during the pandemic which could benefit us to keep around, being in-person again offers opportunities that a virtual environment simply cannot. I don’t know about you, but for me, speaking up to answer a question in an online class was awkward, and reaching out to classmates or professors to meet over zoom often felt like a lot more effort than simply starting a conversation with someone before class. While school might be a bit more difficult in-person, being able to physically interact with our classmates and faculty allows us to learn from each other and seek help more easily. Not to mention, one of the benefits of going to graduate school is the networking opportunities it provides. Take advantage of that by getting to know your teachers and making friends!

If you’re finding it difficult to convince yourself to show up to your in-person lecture or make an appearance at that club meeting, you’re definitely not alone. Here are some tips that have helped me get back into the swing of in-person life.

1. Make it a habit. One way to get used to actively attending and participating in events is to make it into a routine. When an activity becomes a habit, it makes it easier to win the mental battle of whether to do it or not. Creating a routine around your classes or in-person commitments makes these events a to-do list item instead of a decision.
2. Find an accountability partner. This is my go-to motivation for doing any activity I’m dreading. Whether it be having a workout buddy or a study partner, making plans with someone else not only encourages me to show up so I don’t let them down, but it makes the activity more enjoyable. Agreeing to walk to a meeting with a friend or sit next to someone in class might be the motivation you need to show up.
3. Remember your end goal. You’re not investing so much time and money into a graduate degree to learn nothing. When I find myself putting in the bare minimum, I remind myself that my education is only as valuable as what I put into it.
4. Prioritize your health. Just because life is moving offline again that doesn’t mean the pandemic is over. It’s important to remember that we should still be vigilant about our health behaviors regardless of where we are. Washing hands, wearing masks, and being cautious in big groups of people are still essential to keeping not only yourself, but the people around you healthy. Don’t forget about your mental health as well. Taking time to de-stress with activities that invigorate you, whether that be going on hikes or game nights with friends, can keep you from feeling burnt out as we make a massive adjustment to our everyday lives. Seeking help from a therapist or resources from Counseling and Psychological Services is also a great option for anyone, regardless of your mental health status.

COVID-19 is showing no signs of disappearing anytime soon. Circumstances are constantly changing which is why its important to be adaptable and take advantage of the benefits of whatever environment you’re currently working or learning in. Remember to be kind to yourself and others as we are all doing our best to navigate a challenging and changing world.

Feautred Image by aboodi vesakaran on Unsplash

Theory of Delegation: Being a More Effective Leader

By: Tony Mufarreh (to read Tony’s original article visit his blog here)

As a student, I’ve had the pleasure of being a part of several student clubs/organizations. At this point, I swear I’ve done it all: science olympiad, national honor society, track and field, swimming, student government, jazz band, marching band, band council (can never have too much band, right?).

I had the great honor of being elected “leader” of a variety of these groups: Student Representative x 2, Vice President x 3, President x 6, and countless “social media” roles. I’m unsure if the average number of leadership positions the typical professional holds is known, but I would like to formally submit my application to Guinness.

Spending any time in a leadership position (student or professional), inevitably a predecessor has given you the advice to “delegate” tasks. This is, at its core, the idea of distributing the work load, typically done in a top-down fashion. When done right, this can be an invaluable skill. The problem is: it’s not.

Thus, what I call the Theory of Delegation (ToD) was born. Not only is this a framework for delegating effectively, but another tool in your toolbox for becoming a better leader.

Part 0: Assumptions

To use ToD method effectively, we need to establish some context. First, this method should be used when talking with teammates. There’s little reason to be delegating tasks to someone in a different department or institution, unless they are already a member of your group, ensuring constant communication, follow-up, and check-ins.

Second, make sure the person you are delegating the task to is the correct person for the job. This is a bit tricky at times, and more of an art form on the leader’s side, but your goal is to learn what each person on your team is good at. Figure out what they do well, if they have access to the resources to complete the task, and (often most important) do they have the TIME to complete it? More on this in Part 3.

Part 1: Start with WHY

This one is taken and adapted from Start With Why by Simon Sinek. The basic idea is to form how you communicate the task to someone into three essential components: What, How, and Why (also known as the “golden circle”). What is the task? How do they complete the task (i.e. resources needed)? Why is this task important for the overarching mission?

https://www.alexanderjarvis.com/simon-sinek-how-great-leaders-inspire-action-the-golden-circle/

The good news is that you probably already know the answer to all of these questions, however, the order in which you present them is what makes the ToD so powerful. Typically what happens is people talk from the “outside-in”, stating What and How, and either glossing over Why or omitting it completely. Instead, speak from the “inside-out”, starting with Why. This puts the sometimes trivial task into perspective, showing how this one piece fits into the larger puzzle. “What if I don’t know the Why for a task?” Then the task doesn’t fit into you mission as an organization, don’t assign it.

Check out Simon’s Ted Talk for more on this.

Part 2: Be direct

Has this scenario happened before: A boss needs a simple task done that can be done by anyone on the team. Believing everyone is willing and able, they send a mass email to the whole team explaining the task (starting with why, of course), and at the very end they add this tag: “Can anyone do this?” The response? Crickets. Why?

It isn’t a result of people’s unwillingness to help. Simple tasks are simple and in general, we want to help. So what went wrong? Lack of directness. Humans have bias, essentially an unconscious preference for certain things and actions. In psychology, the bystander effect is one such bias. It states that when people are in crowds, we are less likely to assist someone in need because of a flawed assumption: someone else will help.

This is why our boss got crickets from the email. Everyone assumed someone else already took up the charge. The solution to this is quite simple, be direct. Ask a single person directly, no matter how trivial the task may seem. If they are unable, ask someone else. Avoid mass emails or cries for help, we’ll just assume it’s already done.

The index team where the Theory of Delegation was formally born. April 2019

Part 3: One at a time

Different people are different. They require different needs and complete tasks at different rates. Give two people 1 hour, one might finish the task, the other may not. Why? Life happens outside of our control that effects productivity. It is nearly impossible to separate our life from work in this sense. As a leader assigning tasks, you must have a gauge for this timeframe for each person.

How do you get a gauge? Know your people. Know what goes on in their lives, take interest in who they are and be their friend. Not everyone can work at 100% 24/7, so don’t assign your tasks with this assumption. Be flexible, be adaptable, and be available if they cannot complete their task during the given timeframe. The task is important, yes, but being there for your people is how you create resilient teams.

Conclusion

Those are my secrets. The Theory of Delegation has been in development for over 5 years and continually improving. However, keep in mind that, just like leadership, the ToD is an art form and takes time to master. With these introductory tips, you will be well on your way to creating more effective and cohesive teams.

My favorite part of the ToD is this: your team will take note of how you lead. Your methodology, your supportiveness, and your mission for a greater goal will show through, and will be inspiring. Legacy is built into the ToD, teaching future leaders how to work in their own groups, resulting in an explosion of effective, empathetic leaders. I’ve seen it with my own eyes, and I can’t wait for you to see it, too!

You can watch my Presentation on Theory of Delegation to Kappa Kappa Psi, National Honorary Band Fraternity at University of Michigan at this link.

Anthony (Tony) Mufarreh, MPH (EPI 2021) is currently a first year MD student at Central Michigan School of Medicine. During his time at Rollins, Tony served as Rollins Student Government Association (RSGA) Epidemiology Representative.

Featured Image by Memento Media on Unsplash