Asserting that evaluation of clinician-educators should be oriented to the impact of their work, offers an "impact map" as a way of graphically portraying the track record of an individual clinician-educator. (EV)

Presents the final report of a panel convened by the Association of American Medical College's Mission-based Management Program to examine use of metrics (i.e., measures) in assessing faculty and departmental contributions to clinical mission. Discusses methods of measuring and comparing clinical effort, commonly used metrics, development of…

Discusses problems with the present system of recognition for clinical educators in academic medical centers including the requirement for regional and national reputation, the lack of reliable measures of clinical and teaching excellence, and the lack of training opportunities. Suggested solutions include changes in promotion criteria and the…

Maintains that creative teaching with effectiveness that is rigorously substantiated, demonstrated educational leadership, and use of educational methods that advance learners' knowledge are consistent with the traditional definition of scholarship and faculty who meet these criteria are scholars and should be recognized by promotion. Outlines an…

This study compared the research productivity of 97 senior staff members of geriatrics education centers and 91 faculty enrollees in a professional development program. Findings indicated that more senior educators (75 percent) than enrollees (40 percent) had published in the previous three years. (DB)

A survey of 567 medical school faculty found women were less likely to be tenured or at the professor level, spent more time in clinical activities, had less time for scholarly activity, and reported slower career progress. Significant differences were also found between female physician and non-physical faculty with female physicians reporting…

Discusses the importance of the scholarship of application, incentives for such scholarship (e.g., readiness of funding for directly applicable research), ways to evaluate such scholarship (create a more expansive peer-review process), ways to reward such scholarship, and ways to nurture such scholarship (rigorous training in methodology and…

A new instrument used at Cornell University (New York) for measuring the teaching activities of clinical medical faculty quantifies levels of teaching and allows comparison of diverse teaching activities, complementing qualitative measures of teaching. Units of activity are weighted to calculate their relative value. (MSE)

Three academicians (Paul J. Friedman, Gail H. Cassell, Richard A. Cooper) discuss tenure in academic medicine. Friedman explains and defends the current system; Cassell argues that negative perceptions about tenured faculty are not supported by research but that better evaluation criteria are needed; and Cooper proposes that the purposes for…

A study compared student and trained observer ratings of 15 high-rated and 15 low-rated lecturers in a multi-instructor medical course to identify distinguishing delivery characteristics. Student ratings were stable over three years; trained observers discriminated between students' highest- and lowest-rated lecturers. Voice presentation was the…

Evaluation of the clinical competence of medical faculty in teaching hospitals is discussed. Different approaches to clinical assessment and theoretical and practical problems in assessing clinical faculty's performance are discussed. A University of Virginia medical school system for evaluation that combines objective and subjective assessment is…

Guidelines for evaluating clinician-educators are based on four forms of scholarship (application, teaching, integration, and discovery) and offer principles for making promotion decisions. These principles include encouragement of diversity, weighting of scholarship types, discipline- and institution-determined criteria, and evaluation of…

The policy and procedures for evaluation of clinical faculty at the University of Toronto's Faculty of Medicine are outlined, focusing on the institution's response to faculty perceptions of discrepancies between policy and practice especially in the area of promotion on the basis of teaching excellence. (MSE)

Examined the extent to which tutor ratings remained stable in the long term by evaluating 291 ratings of 140 tutors at Maastricht University in the Netherlands between 1992 and 1995. The results indicated that, if the aggregated score and overall judgement are used to interpret the precision of individual scores, four and two occasions,…

The current approach to research, teaching, clinical service, and administration at academic health centers is reviewed, and the traditional values underpinning this approach are challenged. A new form of faculty management that matches the individual faculty member's priorities and skills with the health center mission and which focuses on the…