Thought Session: The Evolution of Promotion & Tenure Sarah
A. Bunton, PhD Chris Candler, MD, EdD Boyd Richards, PhD November
6, 2011
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Session Overview I. History and Context II. Broadening the
Definition of Scholarship III. Evaluating Educational Scholarship
IV. Discussion and Future Trends
Slide 3
Historical Overview and Context of Promotion and Tenure Sarah
A. Bunton, PhD Research Director, Organization and Management
Studies AAMC
Slide 4
M.D. Faculty in Clinical Departments Tenured / On Track Not On
Tenure Track Tenure Not Available Percentage of Faculty Source:
AAMC Faculty Roster
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Number of M.D. Faculty in Clinical Depts. Number of Faculty
Tenured / On Track Not On Tenure Track Tenure Not Available Source:
AAMC Faculty Roster
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Average 10-Yr. Promotion Rates for Medical School Faculty 1st
time Assistant Professors 1st time Associate Professors Cohorts:
1967-761977-861987-961967-761977-861987-96 All
faculty43.540.432.841.742.638.6 Clinical M.D.
faculty44.739.431.244.143.137.8 Clinical Ph.D.
faculty37.937.630.828.935.333.0 Basic Science M.D.
faculty39.037.033.246.943.440.1 Basic Science Ph.D.
faculty54.553.944.242.347.145.8
Tenure-track71.851.646.852.251.248.6
Non-tenure-track46.433.828.034.532.329.2 Source: AAMC Faculty
Roster; Analysis in Brief, 2010, 9(7): www.aamc.org/data/aib.
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Percentage of Faculty Who Agreed that Promotion Expectations
Were Clear/Reasonable Faculty Type Group Comparison All Faculty
Basic Science Faculty Clinical M.D. Faculty sig. Clarity within:
Teaching and education66.47266.3*** Research and
scholarship71.282.567*** Patient care and client services61.7 n/a
Institutional service53.760.152.6*** Reasonableness within:
Teaching and education73.976.974.2*** Research and
scholarship65.577.960.8*** Patient care and client services68.2 n/a
Institutional service61.266.560.1*** Source: 2009 AAMC Faculty
Forward Survey; Analysis in Brief, 2011, 11(5):
www.aamc.org/data/aib
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Focus on the educational functions of the medical school and
supporting the faculty in doing a top notch job of teaching and
helping the students to learn. More value on educational activities
Faculty Suggestions
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New pathways for educators and clinicians New criteria for
promotionto (inter alia) increase the emphasis on teaching and
education and to broaden the definition of scholarship Evolving
Policy Changes
Slide 10
Session Overview I. History and Context II. Broadening the
Definition of Scholarship III. Evaluating Educational Scholarship
IV. Discussion and Future Trends
Slide 11
Broadening the Definition of Scholarship Boyd Richards, PhD
Director, Center for Education Research and Evaluation Columbia
University College of Physicians and Surgeons
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Perceptions of Promotions Process: US Med School Faculty 2009
AAMC, Analysis in Brief, August 2011
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1990 2010 2000 B Boyer, 1990 What we urgently need today is a
more inclusive view of what it means to be a scholar a recognition
that knowledge is acquired through research, through synthesis,
through practice, and through teaching Boyer EL. Scholarship
Reconsidered: Priorities of the Professoriate. Princeton, NJ:
Carnegie Foundation for the Advancement of Teaching, 1990.
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1990 2010 2000 B Boyer, 1990 What we urgently need today is a
more inclusive view of what it means to be a scholar a recognition
that knowledge is acquired through research, through synthesis,
through practice, and through teaching Discovery Integration
Application Teaching
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1990 2010 2000 B Boyer Glassick et al, 1997 The effort to
broaden the meaning of scholarship simply cannot succeed until
[academia] has clear standards for evaluating this wider range of
scholarly work. After all, administrators and professors accord
full academic value only to work they can confidently judge.
Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed-Evaluation
of the Professoriate. San Francisco, CA: Jossey-Bass, 1997.
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1990 2010 2000 B Boyer Glassick et al, 1997 The effort to
broaden the meaning of scholarship simply cannot succeed until
[academia] has clear standards for evaluating this wider range of
scholarly work. After all, administrators and professors accord
full academic value only to work they can confidently judge. 1.
Clear goals4. Meaningful results 2. Adequate preparation5.
Effective presentation 3. Appropriate methods6. Reflective
critique
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1990 2010 2000 B Boyer Glassick Fincher et al, 2000 Creative
teaching with effectiveness that is rigorously substantiated,
educational leadership with results that are demonstrable and
broadly felt, and educational methods that advance learners
knowledge are consistent with the traditional denition of
scholarship. They build on Boyers workapply Glassick et al.s
criteria, [and] outline the organizational infrastructure needed to
support scholars in education. Fincher RM, Simpson D, Mennin SP,
Rosenfeld GS, Rothman A, McGrew MC, Hansen PA, Mazmanian PE,
Turnbull JM. Scholarship in Teaching: An Imperative for the 21st
Century. Acad Med. 2000;75:887894.
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1990 2010 2000 B BoyerGlassickFincher Irby et al, 2004 The
ongoing erosion of the educational mission will never be reversed
unless there are changes in the underlying structure of medical
schools. Academies of medical educators are developing at a number
of medical schools to advance the school-wide mission of education
The academy movement, as a structural approach to change, shows
promise for reinvigorating the educational mission of academic
medicine. Irby DM, Cooke M, Lowenstein D, Richards B. The academy
movement: a structural approach to reinvigorating the education
mission. Acad Med. 2004;79:729736.
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1990 2010 2000 B BoyerGlassickFincherIrby Simpson et al, 2006
Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld
GC, Viggiano TR. Moving educational activities into scholarship.
Results and Recommendations from the AAMC GEA Consensus Conference
on Educational Scholarship. AAMC- GEA Educational Scholarship
Group, Annual Meeting of the Association of American Medical
Colleges, 30 October 2006, Seattle, WA.
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1990 2010 2000 B BoyerGlassickFincherIrby Simpson Educator
Tracks Pedagogy/ Educational Leadership and Scholarship Track: The
scholarship of education consists of promoting learning through
effective application of the sciences of teaching and learning,
leadership, and instructional design. This area of scholarship
emphasizes the interdependence of theory, research, and practiceThe
value of faculty accomplishments varies according to the degree of
quantity, quality, and scholarship Columbia University Medical
Center, 2011
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Perceptions of Promotions Process: US Med School Faculty 2009
AAMC, Analysis in Brief, August 2011
Slide 22
Session Overview I. History and Context II. Broadening the
Definition of Scholarship III. Evaluating Educational Scholarship
IV. Discussion and Future Trends
Slide 23
Evaluating Educational Scholarship Christopher S. Candler, MD,
EdD Editor-in-Chief, MedEdPORTAL, AAMC Associate Dean for Academic
Affairs The University of Oklahoma College of Medicine
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1997
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Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed:
Evaluation of the Professoriate. 1997; San Francisco, CA:
Jossey-Bass. Glassick Criteria for Scholarship Glassicks Criterion
Clear Goals Adequate preparation Appropriate methods Significant
results Effective presentation Reflective critique Adapted from
Glassick to accommodate educational products, a non- traditional
form of scholarship.
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CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience. Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Slide 27
CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience. Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Adequate preparation The author uses prior work (e.g., existing
scholarship and personal experience) to inform and develop the
work. Describe how other scholarly works and personal experience
were used to inform development of the submission. Convince the
reviewer that you sufficiently consulted the relevant literature.
List applicable references including biomedical publications and/or
publications regarding educational techniques.
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CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience. Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Adequate preparation The author uses prior work (e.g., existing
scholarship and personal experience) to inform and develop the
work. Describe how other scholarly works and personal experience
were used to inform development of the submission. Convince the
reviewer that you sufficiently consulted the relevant literature.
List applicable references including biomedical publications and/or
publications regarding educational techniques. Appropriate methods
The author uses a suitable approach to meet the stated objectives
of the work. Describe the educational approach that was used and
the rationale for selecting that approach. Convince the reviewer
that you selected an educational approach that will help the target
audience achieve/attain the educational objectives.
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CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience. Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Adequate preparation The author uses prior work (e.g., existing
scholarship and personal experience) to inform and develop the
work. Describe how other scholarly works and personal experience
were used to inform development of the submission. Convince the
reviewer that you sufficiently consulted the relevant literature.
List applicable references including biomedical publications and/or
publications regarding educational techniques. Appropriate methods
The author uses a suitable approach to meet the stated objectives
of the work. Describe the educational approach that was used and
the rationale for selecting that approach. Convince the reviewer
that you selected an educational approach that will help the target
audience achieve/attain the educational objectives. Significant
results The author achieves the goals and contributes to the field
in a manner that invites others to use the work. Describe the
effectiveness and significance of the submission. Convince the
reviewer that the submission is important to the educational
community and will likely be used by others. Provide data if
available. **
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CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience.* Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Adequate preparation The author uses prior work (e.g., existing
scholarship and personal experience) to inform and develop the
work. Describe how other scholarly works and personal experience
were used to inform development of the submission. Convince the
reviewer that you sufficiently consulted the relevant literature.
List applicable references including biomedical publications and/or
publications regarding educational techniques. Appropriate methods
The author uses a suitable approach to meet the stated objectives
of the work. Describe the educational approach that was used and
the rationale for selecting that approach. Convince the reviewer
that you selected an educational approach that will help the target
audience achieve/attain the educational objectives. Significant
results The author achieves the goals and contributes to the field
in a manner that invites others to use the work. Describe the
effectiveness and significance of the submission. Convince the
reviewer that the submission is important to the educational
community and will likely be used by others. Provide data if
available. Effective presentation The author effectively organizes
and presents the content of the work. Ensure that all content is
well organized and effectively presented. Use a consistent
presentation format/style if possible. Be sure to proofread all
documents.
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CriterionDescriptionType of Information Clear goals The author
clearly states the goals of the work using educational objectives.
Supply educational objectives written from the perspective of the
target audience. Ideally, each objective should be specific,
measurable, attainable, and realistic. The objectives should
accurately and completely reflect the instructional content.
Adequate preparation The author uses prior work (e.g., existing
scholarship and personal experience) to inform and develop the
work. Describe how other scholarly works and personal experience
were used to inform development of the submission. Convince the
reviewer that you sufficiently consulted the relevant literature.
List applicable references including biomedical publications and/or
publications regarding educational techniques. Appropriate methods
The author uses a suitable approach to meet the stated objectives
of the work. Describe the educational approach that was used and
the rationale for selecting that approach. Convince the reviewer
that you selected an educational approach that will help the target
audience achieve/attain the educational objectives. Significant
results The author achieves the goals and contributes to the field
in a manner that invites others to use the work. Describe the
effectiveness and significance of the submission. Convince the
reviewer that the submission is important to the educational
community and will likely be used by others. Provide data if
available. Effective presentation The author effectively organizes
and presents the content of the work. Ensure that all content is
well organized and effectively presented. Use a consistent
presentation format/style if possible. Be sure to proofread all
documents. Reflective critique The author thoughtfully assesses the
submission to refine, enhance, or expand the original concept.
Convince the reviewers that you thoughtfully reflected on the
entire process of design, development, evaluation, and
dissemination. Indicate which data you reviewed and the insights
that you gained. Describe any challenges, limitations, future
opportunities, and planned revisions.
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Non-Traditional Forms of Scholarship 1. Tutorials 2. Virtual
patients 3. Simulation cases 4. Lab guides 5. Videos 6. Assessment
tools 7. And many more
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MedEdPORTAL (www.mededportal.org ) 1. Free online publication
2. Open to the general public around the globe 3. Peer-reviewed
health education teaching & assessment materials
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Peer Review must If this is to be widely accepted, the entire
editorial process must be comparable to that used by traditional
journals.
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Like Print-Based Journals, MedEdPORTAL: Appoints an Editor and
an Editorial Board Maintains a peer review policy Follows a
rigorous peer review process Uses invited expert reviewers to
conduct all reviews MedEdPORTALs Peer Review