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Promotion criteria for clinician-educators.
Ayse A Atasoylu1, Scott M Wright, Brent W Beasley
1Division of General Internal Medicine, Cambridge Hospital and Harvard Medical School, 1493 Cambridge Street, Macht Room 429, Cambridge, MA 02139, USA. Ayse_Atasoylu@hms.harvard.edu
Journal of General Internal Medicine
|September 3, 2003
Summary
Department chairs prioritize teaching and clinical skills for clinician-educator promotion. While both chairs and committees agree on importance, differing views on performance measures may hinder timely promotions.
Area of Science:
- Medical Education
- Academic Promotion
- Faculty Development
Background:
- Department chairs play a crucial role in advancing clinician-educators.
- Understanding chairs' perspectives on promotion criteria is essential for faculty development.
Purpose of the Study:
- To assess department chairs' views on the importance of clinician-educator performance areas for promotion.
- To evaluate chairs' perceptions of the quality and importance of performance measures.
- To compare department chairs' views with those of promotion and tenure committee chairs.
Main Methods:
- A survey was distributed to 139 department chairs in the US and Canada regarding performance evaluation for clinician-educators.
- Chairs rated the importance of 11 performance areas and 36 performance measures.
- Responses were compared to a 1996 survey of promotion committee chairs.
Main Results:
- Teaching and clinical skills were deemed most important by department chairs, aligning with promotion committee chairs' views.
- Teaching awards were highly rated for evaluating teaching performance. Peer and trainee evaluations were important for clinical skills but rated low in quality.
- Promotion committee chairs emphasized publications and grant support more than department chairs.
Conclusions:
- Alignment exists between department and promotion committee chairs on the significance of teaching and clinical skills.
- Discrepancies in the perceived importance and quality of performance measures may impede clinician-educator advancement.