Clinician Educators Criteria - DRAFT

SCHOOLWIDE CRITERIA FOR PROMOTION AND TENURE

JOHN A. BURNS SCHOOL OF MEDICINE

UNIVERSITY OF HAWAII

The John A. Burns School of Medicine is committed to promoting dedicated faculty who have made significant current and long-term contributions to the needs of the School of Medicine and University.  Faculty at the Associate Professor rank are highly regarded by their peers and have demonstrated significant local, regional or national achievements. Faculty at the full Professor rank are highly regarded by their peers and have demonstrated significant national and or international achievements. Faculty who achieve promotion have made significant contributions that are comparable to peer groups not only locally, but also of the whole of the appropriate scholarly community active at comparable medical schools elsewhere. Achievement must be evidenced by cumulative peer, faculty, and student evaluations documenting teaching ability, research/scholarship and scholarly productivity, leadership, community service, and clinical practice.

The following guidelines are to be used by the John A. Burns School of Medicine (JABSOM) in the evaluation of applications from all Board of Regents appointed faculty for promotion and for consideration of tenure when a state supported salary line is available. These guidelines acknowledge that scholarship for clinician educators may be documented differently than for clinician or nonclinical scientists in JABSOM.       

AREAS FOR EVALUATION

TEACHING

All faculty will participate in medical, undergraduate or graduate student teaching. Teaching can include, but is not limited to: lectures/colloquia, problem-based learning (PBL), clinical skills, laboratories, ward, unit, or clinic attending, honors program, curriculum development, thesis committees, didactic house staff lectures, seminars (journal club, morning report, research conferences), continuing medical education conferences, post baccalaureate teaching, international teaching, and grand rounds.

RESEARCH/SCHOLARSHIP

A faculty member is expected to engage in, and disseminate the results of, original research/scholarship regularly, whether in basic science, clinical science, or medical education. The applicant will demonstrate the level of academic achievement and reputation in research/scholarship that is commensurate with the rank sought at comparable medical schools in the United States. Such research/scholarship may be carried out by individual investigators in their own laboratories and clinical settings, or increasingly, may be pursued by collaborations crossing traditional disciplinary (or indeed University) boundaries. In such cases, evaluators should take into consideration the reputation of the research/scholarship group, external letters of recommendation, primary or co-authorships, and opinions from members of the research/scholarship group.

            Evidence of active research/scholarship and scholarly achievement is measured primarily by publications that involve peer-review by independent referees.  Grant proposals  also serve to establish levels of scholarly achievement that include those submitted to extramural agencies which are approved,, formal presentation of research/scholarship at national and international professional meetings, and other means by which scholarly and creative contributions are assessed by peers outside the university.

SERVICE

Faculty are expected to participate in and assume executive leadership and responsibility for developing and administering programs central to the mission of the JABSOM and the University both within the university and community (regional, national, international) arenas. Examples of endeavors regarded as service include clinical patient care in a teaching/academic setting, clinical program development, outreach efforts to underserved areas and populations, direct medical services to the people of the state and Pacific Basin, participation in science/health-related organizations and professional societies (local, national, and international), reviewer and/or editor for a professional journal, panelist or outside reviewer for extramural granting agencies, and consultant for state government or educational institutions.

CLINICAL PRACTICE

Faculty with clinical responsibilities are expected to have demonstrated competence as a clinician, including relevant Board certification, a professional reputation among colleagues, students, and patients as applicable, and demonstrated participation in continuing education activities.

PATHWAYS for FACULTY PROMOTION

As per existing university guidelines, instructional faculty in JABSOM will be promoted in one of two pathways: 1)  the Instructional non-clinical pathway and 2) the Instructional M clinical faculty pathway. Within the Instructional M clinical faculty pathway, the faculty member may elect to use criterion either for a clinician educator or a clinician scientist as described below.

1) Instructional non-clinical faculty pathway (I-faculty)

This pathway is intended for faculty members who predominantly engage in health sciences related research.  Faculty in this track must also participate in undergraduate, graduate, or medical student teaching activities.  Faculty must also participate in service activities and assume leadership or administrative responsibilities according to the school-wide guidelines for promotion.

2) Instructional M clinical faculty pathway (I-M faculty)

            This pathway is intended for faculty members who participate in clinical activities involving patient care and demonstrate excellence in clinical care or service.  Faculty must also participate in service activities, leadership, or administrative responsibilities according to the school-wide guidelines for promotion.

            2)a) Clinician scientist: These faculty members predominantly demonstrate their scholarship in basic or clinical science research. 

            2)b) Clinician educator: These faculty members predominantly demonstrate their scholarship through formal activities improving patient care and/or medical education.

LEVELS OF PERFORMANCE

A primary mission of the JABSOM, defined by the Board of Regents, is to train physicians for Hawaii and the Pacific Basin. It is assumed that each department shall contribute appropriately to this mission. The following levels of performance are identified for promotion and for tenure consideration and review:

INSTRUCTOR

Under general supervision, faculty at this level tutor or lecture and perform related work as assigned. They may teach in undergraduate and graduate courses as designated by the department.

            Prior research, scholarship, or clinical administration is not expected.  However, Instructors are unlikely to be promoted beyond this level without evidence of effective research/scholarship activity.  Hence, appointments at this level should permit research/scholarship training opportunities for those who have not had prior research/scholarship exposure.

Qualifications:  Training equivalent to that represented by a doctorate* from a college or university of recognized standing.  Completion of appropriate training.  Demonstrated potential for teaching/research/scholarship.

ASSISTANT PROFESSOR

            Under general supervision, faculty at this rank tutor in units, perform tasks, develop learning resources, or serve as clinical skills preceptors.  In addition, faculty serve as resource persons in their area of specialization and give lectures or conferences/colloquia upon request.  Evidence of effective teaching is required.  This includes evidence of facilitating student-centered learning, demonstration of a positive attitude to student growth, and preparedness and skill as preceptor of clinical skills, community medicine, or elective preceptor.  Faculty are expected to contribute to student well-being through the Advisor Program. 

            Evidence of effective research, scholarly activity, or clinical administration is required.  This research scholarship, or administrative activity may be in areas affecting human health, patient care, or methods and techniques of medical education.  The generation of new knowledge in basic science research, clinical care, or medical education is of major importance in improving the quality and effectiveness of the primary teaching function of any medical school.  Value is placed on timely publication of results in peer-reviewed journals that include at least co-authorship of publications together with sufficient independent or group research/scholarship activity to justify the reasonable expectation that the applicant will develop into an effective and productive scholar. 

Qualifications:  Training equivalent to that represented by a doctorate*, MD degree (or allied health degree equivalent), from a college or university of recognized standing.  For candidates with an MD degree, board certification (within 7 years), or qualified to become certified (or the equivalent) is required. 

ASSOCIATE PROFESSOR

            In medical education, faculty are expected to take on increasing responsibility for administering programs in research, education, or clinical care.  This includes involvement in the clinical courses and pre-clinical problem based learning (PBL) curriculum for the MD program, and/or involvement with resident or fellowship training, and/or involvement in the curriculum of the Speech Pathology and Audiology, and/or Medical Technology programs.  Involvement includes chairing committees, developing innovative educational or clinical programs and developing and implementing evaluation tools.  Evidence of skill in tutoring and delivery of lectures and conference/colloquia, and expertise as a resource person is expected.  Such faculty should demonstrate increasing skill in organizing and administering educational or training experiences for undergraduates, graduate students, medical students, residents, or fellows.  Clear recognition among peers at the local, regional, and/or national levels is expected. 

            Faculty are expected to direct and conduct research, educational or clinical programs, independently or collaboratively.  Evidence of research/scholarship productivity is required (e.g. primary authorship or co-authorship on publications in major peer-reviewed journals, regular contribution to the field of medical education).  Where the applicant’s primary activity has been in group research/scholarship, evidence of independent responsibility for substantial and recognizable sections of the group’s work must be demonstrated.  Where the applicant’s primary activity has been in clinical teaching, regular presentations of scholarly abstracts at local, regional, and/or national meetings, primary authorship of peer-reviewed medical case reports, or primary/co-authorship in peer-reviewed journals in medical education, clinical discipline, or academic administration should be demonstrated.  In addition, participation in research studies involving clinical trials, community-based research, or clinical services and/or intervention should be documented. 

            Faculty at this rank render service to the JABSOM, university, professional, or lay communities as appropriate.  Service activity at this rank includes but is not limited to participation in local or regional education/training committees or key university/hospital committees providing clinical, administrative, or educational leadership.  Faculty should be capable of mentoring graduate students, medical students, residents, or fellows.

Qualifications: Training equivalent to that represented by a doctorate*, MD (or allied health degree equivalent) from a college or university of recognized standing. For candidates with an MD degree, board certification by American Board of Medical Specialties or its equivalent and recertification in that field when appropriate. A minimum of four years in the rank of Assistant Professor. Candidates not applying from the assistant professor rank should have seven or more years of post-doctoral experience in a recognized medical school or major medical research/scholarship institution.

PROFESSOR

            These individuals clearly function as leaders in the JABSOM, University, and in the national or international research academic and/or medical community.  Proven ability as a teacher, scholar, investigator, administrator, and/or clinician.  Documented participation in the scholarly and academic and/or clinical affairs of the medical school, University, professional organizations, and/or hospitals.  Demonstrated ability to plan, organize, and supervise academic activities and to undertake a variety of teaching, committee, administrative, and/or clinical assignments.  Proven capacity for leadership in the professional and scholarly community.  Recognition as an outstanding academician, scholar, or clinician with a national and/or international reputation is expected. 

            Evidence of leadership is expected, and can include, but is not limited to directing courses and programs for medical students, residents, or faculty, leading or participating in national or international educational committees for medical student, resident, or fellowship training, and chairing major standing committees/working groups providing clinical, educational, or administrative service, developing educational models or new clinical services.  Faculty should be capable of mentoring junior faculty.

            Evidence of research or scholarly activity, which may be in medical education or clinical service is required.  Regular publication in peer-reviewed journals significant to the applicant’s field is expected with primary or co-authorships.  Evidence of successful competitive funding at the national level or extramural funding of clinical trials, clinical services, or educational training grants and/or contracts is expected.  Applicants should be able to demonstrate that they are nationally-respected contributors to their field of research or clinical specialty.  Applicants should be capable of leading a research/scholarship group, provide research/scholarship training for junior faculty and/or graduate students, and/or provide leadership in research studies involving clinical trials, community-based research, or clinical services and intervention.

Qualifications:  Training equivalent to that represented by a doctorate*, MD degree (or allied health degree equivalent) from a college or university of recognized standing.  For candidates with an MD degree, certification by an American Board of Medical Specialties or its equivalent and recertification in that field as required.  A minimum of four years in the rank of associate professor.

* In disciplines in which the doctorate is not the normal terminal degree, this requirement may be waived by demonstration of appropriate academic training and appropriate professional competence or experience, such as in the Allied Medical Sciences.

The following matrix contains several examples of activities that demonstrate accomplishments in the clinical, teaching, research, and service domains for the Instructional non-clinical faculty pathway and the Instructional M clinical faculty (clinician scientist) pathway . The examples are meant to be used as guidelines, and not a rigid or inclusive checklist, that demonstrate a progression through each professorial level.