Table 8: Clinical Educator Time and Effort Distribution
| Range | Typically | ||
| Teaching/Mentoring (Total) | 10-50 | 25 | |
| Didactic Teaching | 2-10 | 5 | |
| Bedside Teaching | 10-40 | 20 | |
| Research | 5-30 | 10 | |
| Clinical Service (Total) | 40-80 | 80 | |
| Direct Patient Care | 40-60 | 60 | |
| Bedside Teaching | 10-40 | 20 | |
| Leadership/Admin. Service | 5-20* | 5 | |
- Total Teaching/Mentoring Time combinations Didactic and Bedside Teaching
- Total Clinical Service Time combines Direct Patient Care and Bedside Teaching
- Note: Bedside Teaching is counted in both categories of Teaching/Mentoring and Clinical Service
Clinical Educators are expected to participate in the full range of academic activities of the College, typically with emphasis placed on teaching, clinical care, and scholarship related to either or both of those mission areas. Examples of teaching, scholarly work, clinical service and leadership & administrative service on the Clinical Educator and Clinical Attending Pathways are provided in Appendix A. No single faculty member is expected to achieve all of the examples. The list serves to demonstrate the variety of activities that might support promotion.
Useful guidance about educational scholarship is provided from the 2006 AAMC/Group on Educational Affairs Consensus Conferences: Faculty members engage in educational scholarship by drawing upon resources and best practices in the field and by contributing resources to the field. Documentation of educational scholarship begins by demonstrating that the educational activity product is publicly available to the education community in a form upon which others can build. The product may be public at a local level or at regional, national and/or international levels. Once the educational activity product is public and in a form upon which others can build, peers can assess its value to the community. Educators seeking academic promotion may present evidence focused on a single education activity category or in multiple categories (e.g., curriculum design and development, learner assessment, leadership, etc.). Consistent across all categories is that documentation progression for academic advancement as an educator starts with quantity and quality and moves toward evidence of a scholarly approach and scholarship.[1]
Qualifications for appointment and criteria for promotion on the Clinical Educator Tenure Pathway and the Clinical Educator Non-tenure Pathway to the ranks of Assistant, Associate, and Professor are specified within Table 9. The distinction between the Clinical Educator Tenure Pathway and the Clinical Educator Non-tenure Pathway is the existence of a probationary period and the potential of being awarded tenure for individuals appointed on the former pathway. The criteria for promotion on both of these pathways are identical. Excellence may be demonstrated and promotion may therefore be awarded without the candidate having fulfilled every single criterion noted on the table.
[1] As cited by Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship (Summary Report and Findings from the AAMC Group of Educational Affairs Conference on Educational Scholarship; 2007) February 9 – 10, 2006
Table 9: Criteria for Appointment or Promotion as a Clinical Educator
| Assistant Professor | Associate Professor | Professor |
| Qualifications: Terminal degree (M.D., Ph.D., etc.); appropriate residency/fellowship or post-doctoral training | Qualifications: Service as an Assistant Professor with a record of significant accomplishments in teaching/mentoring, research/scholarly work, clinical service, and educational leadership/administrative service. Excellence is expected in at least two of these four areas, one of which must be teaching/mentoring or educational leadership/administrative service.[1] | Qualifications: Service to all mission areas of the College as an Associate Professor with a record of significant contributions in teaching/mentoring, research/scholarly work, clinical service, and educational leadership/administrative service. Outstanding contributions are expected in at least three of these four areas. |
| Teaching/Mentoring Demonstrated potential to be a good teacher Commitment to participation as a teacher and to educational development activities that will enhance the candidate’s teaching skills | Teaching/Mentoring Evidence of high-quality teaching demonstrated through formal peer and trainee evaluations and/or teaching awards Teaching should be recognized beyond local level as evidenced by invitations to teach at other institutions, within programs of professional societies, and/or within CME courses. Evidence of being an effective role model and mentor for students, residents, fellows and/or colleagues, with good evaluations from those formally mentored Development of innovative educational curricula for patients or healthcare professionals | Teaching/Mentoring The teaching performance of a candidate for Professor should serve as a standard of excellence for colleagues Recognition for being an exceptional teacher of medical students, residents, fellows or continuing medical education participants Impact of teaching should be apparent regionally, nationally and typically internationally as demonstrated by invitations to serve as visiting teacher or to teach in specialty societies and national continuing medical education courses Impact of teaching and mentoring excellence may also be recognized by success/stature of trainees Evidence of being an effective role model and mentor for students, trainees and colleagues, with good evaluations from those formally mentored |
| Research/Scholarly Work Demonstrated potential to participate in the development of teaching materials including lectures or other educational programs. May have published clinical case reports and clinical analytic studies. May play a role in clinical trials/clinical investigation | Research/Scholarly Work Peer-review is required of educational scholarship, appreciating that some local contributions may obtain local rather than national peer-review. Demonstration of scholarship by publication of analytical studies, reviews, chapters, or clinical observations Development and dissemination of teaching materials including new curricular offerings, educational programs, textbooks, syllabi, or electronic media that significantly improve methods or quality of instruction Participation in clinical trials or clinical investigations as investigator or collaborator Structured quality improvement projects or clinical pathways that are monitored by measurable outcomes Development, implementation, and publication of clinical practice guideline(s), standards of patient care, and/or health care policy Active in the dissemination of scholarly work to the bedside, modeling the practice of evidenced-based medicine Ordinarily, a candidate for promotion to Associate Professor will have published, on average, at least one peer-reviewed, scholarly work annually during the appointment as Assistant Professor. | Research/Scholarly Work Demonstration of outstanding scholarship by development and dissemination of original teaching materials, such as widely used textbooks, new curricular offerings, educational program, syllabi, or electronic media May have ongoing leadership role in clinical trials or clinical investigations Publication of analytic clinical studies, clinical observations, comprehensive clinical reviews, textbooks or chapters May continue to pursue and/or lead structured quality improvement projects or clinical pathways that are monitored by measurable outcomes May continue to pursue and/or lead in the development, implementation, and publication of clinical practice guideline(s), standards of patient care, and/or health care policy May remain active in the dissemination of scholarly work to the bedside, modeling the practice of evidenced-based medicine Ordinarily, a candidate for promotion to Professor will have published, on average, at least one peer-reviewed scholarly work annually during the appointment at Associate Professor. |
| Clinical Service Evidence of a high level of competence in a clinical area M.D.s – board certification – see text within “Criteria for appointment and promotion on each compensated pathway” section | Clinical Service Continued evidence of a high level of competence and diligence in a clinical area M.D.s – board certification – see text within “Criteria for appointment and promotion on each compensated pathway” section Demonstrated excellence in clinical care as documented in clinical outcomes, patient and peer feedback Development / implementation / evaluation of innovative approaches to patient care and/or development of standards for patient care and/or improved quality of patient care Development of a regional and/or national reputation as an authority in a clinical field as evidenced by patient referrals and invited presentations Active participation and/or leadership in local, regional, and/or national professional organizations | Clinical Service Continued evidence of a high level of competence and diligence in a clinical area M.D.s – board certification – see text within “Criteria for appointment and promotion on each compensated pathway” section Continued demonstration of excellence in clinical care as documented in clinical outcomes, patient and peer feedback Recognized clinical leader in department, hospital, or healthcare system Regional, national and typically international reputation for excellence in clinical practice and/or as an authority in a clinical field Continued active participation and/or leadership in local, regional, and/or national professional organizations. |
| Leadership/Administrative Service Recognized interest in service to the academic institution, local or national organizations, and/or community organizations that foster health | Leadership/Administrative Service Leadership role in section, hospital, or department For Clinician Educators whose primary emphasis is education – successful and sustained leadership of a training program such as clerkship, residency or fellowship program Work on significant committees – local, regional and/or national Service on editorial boards and/or service as peer reviewer for journals Providing service to the professional or lay community through education, consultation, and/or other roles Advocacy for patient groups or health care policy | Leadership/Administrative Service Demonstration of collegiality, professionalism, and leadership in department or institution Leadership role in department or hospital, such as section or clinical division head, or medical staff representative Active involvement in appropriate administrative committees in the affiliated hospitals and the College, including serving as chair of some committees Leadership, service or committee work for regional, national or international professional organizations Editor/editorial board of textbooks or journals Sustained community service that fosters health |
| Professional Recognition The Department Chair, on behalf of a candidate for promotion to Assoc Professor, must present to the Promotion & Tenure Committee at least three letters of recommendation, based on assessment of the candidate’s contributions to academic medicine, from recognized authorities in candidate’s field outside of UAMS, typically Professors, who have neither trained nor employed the candidate. | Professional Recognition The Department Chair, on behalf of a candidate for promotion to Professor, must present to the Promotion & Tenure Committee at least three letters of recommendation, based on assessment of the candidate’s contributions to academic medicine, from recognized authorities in their field(s) outside of UAMS, all Professors, who have neither trained nor employed the candidate. |
[1] See Appendix A, page 30. All aspects of leadership/administrative service are important to the College of Medicine. On the Clinical Educator Pathway, educational leadership/administrative service is of special importance and value if this is one of the two areas of excellence demonstrated by a specific candidate for promotion.