Clinician and / or Educator Track

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Candidates for appointment or promotion in the Clinician and/or Educator Track will be evaluated based on the sum of their academic accomplishments in five major categories of activities: clinical care, education, administrative functions, research/scholarship, and funding. Given the richness of this mix it is not expected that every candidate will demonstrate accomplishments in all of these categories; the relative contribution in each area may differ by candidate, and an absence of experience in some categories will not be a barrier to appointment or promotion as long as the overall contributions constitute a body of significant achievement.  Innovation in any or all relevant areas is encouraged.

Scholarship is likely to be focused in a candidate's major areas of expertise rather than in basic investigation. While an excellent physician may be a significant generator of clinical revenues, scholarship rather than income-earning ability is of primary concern. Evaluation of a candidate's publication record will extend beyond the first and last authorship positions and will include the candidate's significant contributions as a middle author.

Although all faculty are expected to be competent as teachers, excellence in educational activities may be considered as a primary criterion for promotion in the Clinician and/or Educator Track. Faculty from basic science departments whose primary activity is teaching rather than research will be eligible for appointment in this track.

It is expected that as faculty advance in their academic careers, they will demonstrate increasing service and leadership in administrative and policy-making functions of the institution and the broader scientific and medical communities. Involvement and leadership in institutional innovation, quality improvement initiatives, and clinical outcome studies present expanding opportunities for clinicians to make a broad impact in the clinical arena. Significant participation in and contributions to major institutional committees that are critical to the mission of the school and its affiliated hospitals (such as Institutional Review Board, Admissions Committee, Medical Board) will be given consideration when faculty are under review for promotion. Additionally, outstanding service in a significant administrative role (such as Vice-Chair, Training Program Director) will also be considered.

1. Assistant Professor

Appointment, reappointment and promotion to the rank of Assistant Professor in the Clinician and/or Educator Track may be extended to individuals who have demonstrated a commitment to excellence in clinical practice and/or education within an academic community, and who possess the ability to integrate teaching and scholarship on an ongoing basis into the practice or learning of medicine and science.  Innovative approaches to these endeavors will be considered a plus:

Clinical Care – Candidates are expected to show evidence of superior competence in their medical practice. They should be perceived by other physicians in the institution and community as a source of excellent care for patients.

Scholarship – Scholarship includes the sustained publication and/or presentation of clinical observations, reviews, analytic studies, textbook chapters, state-of-the-art clinical practice, reviews and/or development of teaching materials, and faculty development. Scholarship can also include the design of programs of excellence in delivery of clinical care, innovative methods of care and integration of teaching into clinical practice. Participation in research, e.g., a significant role in clinical trials, may also be considered. Development of new programs of clinical care and support of such programs by service or research grants will be considered. The development and dissemination of materials such as clinical practice guidelines and care maps at the local level as well as design and participation in quality assurance and improvement of care would be required as a demonstration of ongoing scholarship. Participation in research, e.g., a significant role in clinical trials, epidemiologic studies or evaluation of quality of care interventions may also be considered.

Education – Integration of teaching within the practice of medicine or other scholarly activities on a regular and on-going basis is desirable.  This can be demonstrated through recognition as superior teachers by peers and students as judged by evaluations submitted by trainees. Innovation and development of educational and clinical programs and grant support of such programs will also be considered. Teaching may take place at various levels ranging from individual patient care to institution-wide quality of care, or other initiatives. Candidates at this rank have the opportunity to establish a teaching portfolio that will serve as the foundation for future consideration as an educator in this track.

Administration – Candidates may show evidence of their role in clinical or educational administration, or in developing and/or implementing changes that improve the quality of care in a clinical practice or program, or in an educational program.

2. Associate Professor

Appointment, reappointment and promotion to the rank of Associate Professor in the Clinician and/or Educator Track may be extended to individuals who have demonstrated a commitment to excellence in clinical practice and/or education within an academic community, and who possess the ability to integrate teaching and scholarship on an ongoing basis into the practice or learning of medicine and science. Innovative approaches to these endeavors will be considered a plus:

Clinical Care – The candidate must be acknowledged as an excellent clinician in his/her field. An established reputation among physicians both at MSSM and regionally as a resource for truly excellent care can be demonstrated by: awards; invitations to speak on clinical subjects; success in the care of other physicians' patients; general reputation on clinical subjects. An increasing volume of cases should reflect the candidate's expanding referral patterns and broadening catchment area.

Scholarship – Evidence of successful dissemination of scholarly information at the regional and national levels is important. Scholarship can be evidenced by mastery of fields of clinical medicine through continued publication and/or presentation of clinical observations, reviews, analytic studies, textbook chapters, state-of-the-art clinical practice, reviews and/or development of teaching materials, and faculty development. Demonstration of scholarship may also include publications and/or presentations resulting from: research; development of highly innovative clinical programs with leadership in those programs; development or introduction of new methods of delivery of care; development of innovative methods of assessing quality and outcomes; development of new techniques, instruments or procedures; a significant role in clinical trials and/or outcome studies; and/or outcome studies; and leadership roles in clinical teaching. For candidates whose scholarly work is in educational research, original contributions that receive national/international recognition and result in publications in the highest quality journals for educators as well as in invited presentations at premiere professional meetings will be used as criteria.

Education – The candidate should integrate excellent teaching into the clinical practice of medicine or as a central part of his/her duties in a basic science department. Teaching responsibilities and levels of leadership should parallel the growth in clinical or departmental leadership. The candidate should be seen as an excellent teacher in the programs or courses in which he/she participates, as judged by evaluations submitted by trainees and, if teaching is the primary criterion being used for promotion, by submission of a teaching portfolio. Innovation and development of educational programs and grant support for such programs will also be considered. Teaching and/or clinical awards may be used to demonstrate excellence. Mentoring of students/residents is important. The candidate should be able to demonstrate his/her educational contributions through a formal teaching portfolio or publication of peer-reviewed teaching materials. Significant administrative responsibility for a successful student or resident training program and service on national committees or in organizations involved in education of students, residents or fellows will also be highly valued.

Administration – Evidence of success in an administrative position may be demonstrated. Similarly, an active role in developing, implementing or evaluating innovative approaches that have a positive impact on the delivery of care or education, whether on an individual, programmatic or institutional level, will be favorably viewed.

3. Professor

Appointment, reappointment and promotion to the rank of Professor in the Clinician and/or Educator Track may be extended to individuals who possess a record of outstanding performance as clinicians or teachers and have assumed significant leadership roles in clinical care, teaching and scholarship. Clinicians should be widely recognized at the regional and national levels as important leaders in the organization and delivery of clinical care.

Clinical Care – Candidates may be widely perceived as outstanding Master Clinician role models, actively sought after on an institutional, regional, and national level for their clinical expertise. If their scholarship includes a specific area of clinical care, they should be seen as a resource outside the local region for defining quality and standards of practice within that area, and/or by receiving referrals and consultations from a broad patient base. Recognition at the institutional level as significant leaders within their specific clinical areas, particularly for creating and nurturing a clinical program known widely for innovation and excellence will be given significant weight.

Scholarship – Scholarship can be evidenced by continued publication and presentation of clinical trials results, clinical observations, reviews, analytic studies, textbook chapters, state-of-the-art clinical practice, reviews and/or development of teaching materials, and faculty development. Editing major textbooks and significant journals can also be evidence of scholarship, as can continued publications and presentations outside the local region to include: clinical summaries; standards of care; new innovative teaching methods; program development and/or improvement initiatives; program organization; teaching clinical administration at an outstanding level. A significant role in clinical trials may also be considered. Scholarly contributions through patent applications, patents and commercialization of new procedures, devices or techniques will also be considered, as will development of new programs of clinical care and support of such programs by service or research grants.

Education – Candidates proposed as educators must demonstrate that they are outstanding teachers of the practice of medicine, research and/or clinical administration at all levels or as a central part of their duties in a basic science department. They should serve as role models and mentors to young faculty who are striving to become master clinicians and/or teachers, and who may also be interested in programmatic improvements in the provision of clinical care, e.g., through clinical outcomes studies, patient safety initiatives, quality improvement programs. Candidates should possess uniformly excellent reputations as teachers throughout the institution and the region, as demonstrated by leadership roles in regional and national activities of professional societies. The development of highly innovative curriculum models or teaching programs that have achieved widespread national or international recognition will also be highly weighted. Grant support of such programs will also be considered. Teaching focused on health systems administration, quality improvement and innovation will be considered. Teaching innovative approaches that spur development of new diagnostics, therapeutics, procedures and devices will also be valued.

Administration – Excellence as an administrator of a clinical or teaching program or programs will be valued. Evidence of overseeing, expanding, improving and improving and otherwise enhancing programs will be considered, as will introduction of innovations that enhance the delivery of patient care or student/trainee education.

Updated November 2014