APPOINTMENT AND PROMOTIONS GUIDELINES. Eastern Virginia Medical School. Effective January 1, 2013

Transcription

1 APPOINTMENT AND PROMOTIONS GUIDELINES Eastern Virginia Medical School Effective January 1, 2013 I. BACKGROUND, RATIONALE, AND DEFINITIONS A. Background and Rationale The roles and responsibilities of medical school faculty members have changed substantially over the past twenty years resulting in large part from the financial pressures on our core teaching, research and clinical missions. Consequently, many medical schools have developed new promotion criteria and guidelines to align the roles, responsibilities and duties of faculty members with the promotions process in this new academic environment. Some schools have sought the alignment of faculty responsibilities with promotion through the creation of various academic tracks that broaden the definition of scholarship with explicit guidelines for activities not only in the area of Discovery (traditionally considered Research; but also in the areas of Application (clinical practice or translation); Integration (work at the interface of disciplines, that assists in understanding information from original work and its implications for individuals and communities); and Teaching. Academic roles that have been recognized include: Clinical Scientist, Clinical Educator, Scientist, Researcher, and Administrator. Understanding the implication of this broader definition of scholarship is essential for appropriately weighting the complex and multifaceted contributions of the faculty of an academic health center such as EVMS. EVMS aspirational goal is to be the most community-oriented medical school in the country, with local recognition and a global impact. To achieve this mission requires excellence in education, teaching, clinical care and research or discovery. For recognition of what distinguishes EVMS from physicians at large is its achievements in basic science and clinical research discovery, teaching and cutting edge clinical care. EVMS educational mission could not be accomplished without the array of community faculty who teach, mentor, and share their clinical practice, allowing patient experience for our learners; with some also contributing in clinical research, basic science research collaboration and administration. Beyond the contributions of community faculty, the school s strategic mission to improve the health of the community requires partnering with community representatives to identify community health needs and opportunities including leading areas of ill health; recognizing areas of disparities in health outcomes that can be addressed collaboratively including service-learning projects; and establishing data systems to track changes in the health status of our community. EVMS was founded to provide health professionals to the region; and our educational mission includes providing health professionals of the type needed by the community, that is facilitated by community-based education and collaborative relationships including inter-professional training with community-based organizations. As national organizations focus on the bench to bedside to community imperative for translational research, the development of pathways for community engagement is essential for success in this endeavor. Faculty who Discover community needs, who Integrate what is known of solutions with what can be accomplished with community

2 partners; who Apply these strategies to populations in areas of greatest community needs and develop inter-professional Teaching programs that disseminate results and contribute to improved health outcomes are deserving of the rewards of EVMS promotion policy. The broad array of faculty endeavors (from focus on discovery, to the integration of new findings with current knowledge for improved practice, to the physician scientist who identifies issues at the bedside and seeks solutions in the laboratory, to the clinician educator who employs emerging best educational practices to prepare learners to improve outcomes and value in health care) poses a challenge to weighing relative contributions and ranking accordingly. However, using uniform criteria for Scholarship (clarity of goals, adequate preparation, use of appropriate methods, yield of significant results, use of effective presentation, reflective critique and peer review) across all four domains facilitates parity in their weightings. Appropriate documentation of outcomes strengthens any claim of excellence. B. Definitions 1. The Unique EVMS Faculty a. Full-time i. Salaried Those with faculty appointment and are EVMS employees ii. Nonsalaried Those with faculty appointment, but not employed by EVMS (i.e., Children s Specialty Group; Emergency Physicians of Tidewater). A faculty appointment is distinct from employment status; the Board approves a faculty appointment, not employment. Full-time salaried faculty are all employees of EVMS. Full-time non-salaried faculty are those in the departments of Urology, Neurology, non-evms Pediatrics (CSG, Children s Medical Group), and Emergency Medicine. Veterans Administration faculty will also be considered, for the purposes of academic promotion and appointment, to be full time non-salaried faculty. These faculty are integral to our mission, make up our departments in these specialties, and have an affiliation agreement with EVMS (still in process for some of these groups). b. Adjunct Those appointed as an adjunct assistant professor for critical contributions to EVMS student or trainee education, but who are unable to meet the 50 hours of service requirement for community faculty. c. Community Those with faculty appointment, but who volunteer and are not employed by EVMS. Founded by physicians and other citizens of Hampton Roads, EVMS has benefited throughout its history from the substantive contributions of its community faculty. Community faculty are essential in many departments, and for interdisciplinary programs. Without these faculty members generous sharing of their time, efforts, and expertise, EVMS would not have been successful in its development and still would not be able to meet its mission. Requirement for faculty appointment: Community faculty are expected to contribute at least 50 hours of service to EVMS each year. This can be met by activities such as attending and presenting at Grand Rounds or department conferences, delivering educational presentations; providing ward attending coverage, and precepting students

3 or residents. An electronic form will be made available for community faculty to track and report their contributions. 2. The EVMS Mission Eastern Virginia Medical School is one of a cohort of medical schools established in the 1970 s with the purpose of serving the health needs of their communities, by training physicians to provide care for people, include community and population health in a research agenda, and work collaboratively in community settings. Today EVMS mission statement includes we will strive to improve the health of our community and to be recognized as a national center of intellectual and clinical strength in medicine ( community focus global impact ). The unique vision statement is Eastern Virginia Medical School will be recognized as the most community-oriented medical school in the nation, recognized locally with a global impact. The role of an Appointment and Promotion policy is to reward faculty for academic contributions that enhance the health of the community (local to global) through the broader definition of scholarship: discovery, translation, integration, application, and transformational clinical care and teaching. The area of Administration is also recognized at EVMS as an area for potential promotion, as the skilled administrator contributes indirectly to one or more of the other areas. 3. Scholarly Activity Scholarship is the generation of new knowledge or mastery and application of existing knowledge aimed to advance one of the following: 1- the understanding of basic scientific principles; 2- the practice of clinical medicine ( application; and can include integration); 3- the effectiveness of educators (may also include application and/or integration; ) or 4- effective administration to advance the other areas. Scholarship can occur in each area of faculty responsibility: clinical care, education, research/discovery, and administration. In addition, scholarship requires the dissemination of such knowledge/application for the benefit of others in a fashion that is tangible and can be peer-reviewed and documented. The Appointments and Promotions Workgroup s Charge and Response The charge of the Appointments and Promotions Committee is to align the Appointments and Promotions process, criteria and guidelines with the roles, responsibilities and duties required of faculty members at Eastern Virginia Medical School. As a result of deliberations of an Appointments and Promotions Workgroup appointed by Dean Homan in February of 2012, a global evaluative system has been developed, taking into account the responsibilities and roles of each faculty member category recognizing the unique responsibilities and expectations of each faculty group. The previous two track system has been shelved in favor of recognition of the four main areas of endeavor, teaching, clinical care, research and administration. The guidelines are of appropriate rigor and clarity such that all faculty members at Eastern Virginia Medical School should have a clear and realistic pathway for academic promotion. A scoring system has been developed: 1- competent, 2- meritorious, and 3- excellent. Individuals can be scored in the individual domains of their activity, predetermined by agreement between the faculty member and their Chair so that a score of four is required for appointment or promotion to Associate Professor and six for appointment or promotion to Professor. There is no distinction between

4 community and full time academic faculty or between medical and health professions faculty, all of whom are judged only by performance and the targets that are within reach of all faculty. In addition to the above, a Criteria Table has been developed for the four areas of activity providing a menu of selections wherein a candidate can exercise a wide range of choices. Finally, recognizing the mission of EVMS, the means of activity documentation and quantification of its success and impact has been better defined to embrace the mission as indicated in the Guidelines for Promotions below.

5 II. GUIDELINES FOR PROMOTION A. Introduction The criteria for appointment and promotion at EVMS require that faculty fulfill their assigned responsibilities in clinical practice, education, research, and/or administration/service, with a level of expertise befitting the rank. Both full-time and community faculty may seek appointment or promotion in one system with agreement from the faculty member and the Chair as to the role of the member. This document outlines the institution's expectations for scholarly accomplishments and expertise in order to justify a recommendation for appointment or promotion to the ranks of Assistant Professor, Associate Professor, and Professor. These expectations remain general so as to be appropriate for faculty in all departments. Some overlap of activities across the categories of teaching, clinical care, research and administration is intentional. In the Appointments and Promotions Committee's evaluation of a candidate's activity, the primary consideration is not quantity, but quality. The allocation of time to each activity should be developed a priori between the faculty member and the Department Chairperson. In turn, when discerning the quality of faculty activity, the Committee will consider the faculty member's present rank, level of responsibility, and percentage of time devoted to these activity categories. Finally, criteria for appointment and promotion have been developed to reflect the mission statement of Eastern Virginia Medical School. B. Thresholds For Promotion To Associate Professor or Professor In order to affirm the multiple roles that EVMS faculty (full time salaried, full-time nonsalaried; and community faculty) contribute to the school s mission and vision and for our community, all faculty pursue one pathway toward promotion, using an expanded description of activities in each area that will provide a clear opportunity for promotion of faculty who contribute in one or more areas of faculty endeavor. The criteria for documentation are described in three levels, referred to as impact rankings: 1- competent, 2- meritorious and 3- excellent. Promotion to Associate Professor will require a sum of impact rankings of at least four, in three or fewer domains of (Research/Discovery, Clinical Care, Teaching and Administration/Service). Promotion would be considered with domain rankings of: 3 in one domain and a 1 in another 2 in two domains 2 in one domain with a 1 in two others 1 in four domains would not be considered adequate for promotion Local and regional recognition Promotion to Professor will require a sum of domain impact rankings of at least six in three or fewer domains. Promotion would be considered with domain rankings of: 3 in two domains 3 in one domain, 2 in another domain and 1 in yet another domain 2 in three domains would not be considered adequate for promotion

6 National or international recognition C. Promotion Procedures 1. Introduction Each Departmental Chair should make promotion expectations explicit for each faculty member including community faculty at the time of initial recruitment and appointment, with reiteration and/or modification of these expectations at subsequent annual reviews. These explicit expectations should guide faculty during the promotion process. For these expectations to be achievable, there should be demonstrable opportunity for faculty members to allocate the necessary time to these objectives, and promotion should be considered within a reasonable period of time. A faculty member s progress toward meeting these objectives will be judged in accordance with the faculty member s percentage of effort directed toward clinical practice, research, education, and administration/service. Annual reviews at which Departmental Chairs meet with individual faculty to discuss faculty accomplishments, plans for the coming year, and progress toward promotion, are critical to this process. The annual meeting between Chair and faculty member should result in documentation of all explicit agreements regarding allocation of effort, goals, plans, and performance expectations. At the time a candidate is proposed for appointment and/or promotion, the Chair s letter for the faculty candidate should summarize departmental expectations and goals, and clearly indicate the faculty member s percentage of allocated effort in clinical practice, education, research, and administration/service. 2. Time Frame Promotion to Associate Professor usually requires between four and six years following initial appointment at the rank of Assistant Professor. Promotion to Professor usually occurs between five and seven years after first appointment as Associate Professor. There are no time limits on these promotions. 3. Promotion Process a. Instructor, Adjunct Assistant Professor and Assistant Professor Promotion at the rank of Instructor and Assistant Professor are not considered by the Appointments and Promotions Committee. At these levels, promotions are approved by the Dean/Provost, following receipt by the Dean/Provost s Office of the appropriate materials from the Department Chair. Upon recommendations of the Associate Dean of Medical Education along with approval of the appropriate Departmental Chair and the Dean Provost an appointment as an Adjunct Assistant Professor may be made for the purposes of student or trainee supervision. Individuals in this category are usually unable to meet the 50h minimum requirement for appointment as an Assistant Professor but play a critical role in the educational mission of EVMS. b. Associate Professor and Professor

7 Nominations for promotion at the Associate Professor or Professor ranks are considered by the Appointments and Promotions Committee. c. Outline of the process for promotion to all ranks. i. Initial and annual evaluation by the Chair. Documentation should include time allocation to the areas of education, clinical practice, research and service. ii. iii. iv. Candidate identified for promotion within a Department. Candidate submits required documents to the Chair. Department Chair obtains letters of reference. v. [Optional] Nomination sent to Departmental Promotions Committee for consideration. vi. vii. viii. ix. [Optional] Recommendation from Departmental Promotions Committee to Chair of Department. Nomination package forwarded by Chair of Department to the Dean/Provost in care of the Office of Faculty Affairs. Nomination reviewed by Office of Faculty Affairs to assure necessary information is submitted. Nominations at the Instructor/Assistant Professor ranks are considered directly by the Dean/Provost. x. For the ranks of Associate Professor and Professor, the Dean/Provost forwards the nomination package to the Appointments and Promotions Committee. xi. xii. xiii. xiv. Nomination considered by Appointments and Promotions Committee and recommendation is forwarded to Dean/Provost. Nomination forwarded by the Dean/Provost to the Academic Affairs Committee for review and recommendation. Academic Affairs Committee forwards recommendation at Associate Professor and Professor ranks to Board of Visitors. Board of Visitors sends letter of confirmation to faculty member and to Department Chair. 4. Appointment Nomination Package Checklist a. Chair s Letter

8 i. Rank at which candidate is being nominated. ii. Time in current rank. iii. Description of candidate s assigned duties, job description and annual breakdown of percentage of time allocated to the following areas: education, clinical care, research and service. In addition, should include comment on major changes, if any, in time allocation in these four areas during the candidate s time in current rank. iv. Chair s evaluation of candidate s ability, experience, accomplishments and performance including the impact factor (i.e., competent, meritorious, excellent) associated with the faculty s activities in any of the four areas v. Chair s documentation of candidate s recognition at the local, regional, national and global level. b. Letters of Recommendation Three external letters of recommendation should be requested and obtained by the Chair of the Department. Collectively the letters should address the following points: a) for how long and in what capacity the individual knows the candidate and b) the candidate s professional expertise Assistant Professor. For Assistant Professor Level, the letters should be obtained from training directors, other faculty members at the training institution or other professionals, where appropriate, who are familiar with the candidate s activity or expertise. These will be reviewed only by the Chair and Dean. For Assistant professor the letter should document the candidate s potential in one or more of the four areas of academic activity (i.e. teaching, research, clinical activity and administration). Associate Professor. For Associate Professor and Professor, the letters should be from individuals at an equivalent or higher rank than that for which the candidate is being nominated. Such letters should document a candidate s qualifications for an appointment or promotion. For Associate Professor or Professor, address accomplishments in one or more of the four areas of assigned responsibility. The letters should also address recognition by peers in the candidate s accomplished area. For Associate Professor, address how the candidate is recognized regionally or nationally. Professor. For Professor, address accomplishments in at least two or more of the four areas of assigned responsibility. For Professor address how the candidate is recognized nationally or internationally. c. Curriculum Vitae and Additional Required Information For the purpose of promotions, the candidate should provide the information requested on the EVMS Curriculum Vitae form, available from the Office of Faculty Affairs ( ). In addition, the candidate should provide additional information not already included in the Curriculum Vitae format as required for documentation of scholarly activity as outlined in Section IV of the CV form. All candidates should compile and attach a portfolio addressing each area (clinical care, education, research and administration) in which the individual has time allotted, documenting evidence of quality of teaching and/or administration/service, assessments of clinical care and research, and contributions to the department and mission of the Medical School. See Criteria table for examples of assessment methods, including priority for assessment of impact or outcomes of activities. Each applicant must document a minimum of

9 >100 hours (for at least each of the last 3 consecutive years prior to candidate application for advancement) devoted to service at EVMS. This can be met by activities such as attending and presenting at grand rounds or department conferences serving on an EVMS committee, delivering educational presentations; providing ward attending coverage, and precepting students or residents. Full-time faculty are considered to have met this requirement by virtue of their employment responsibilities. 5. Guidelines for Other faculty Appointments A. Appointment for Community Faculty Minimum Requirements for appointment. A community faculty could be appointed as an Assistant professor if they meet the criteria and have developed an evaluation process with the chairperson of the department in which they seek appointment. 1) Community Faculty - community physician who is willing to commit a minimum of 50 hours to the school via precepting medical, physician assistant or other EVMS learners, in office or in community service, or other service to the school a) Instructor - Chief resident or graduate student who has not completed training but are involved in teaching in the school b) Assistant Professor - Level 1 in one area 2) For appointment or promotion at the rank of Associate Professor or full Professor, the same criteria apply as for full time or full time, non-salaried faculty All candidates for appointment or promotion at the rank of Assistant Professor or above will be expected to have met certain basic criteria, including: Candidates will hold an earned doctoral degree or equivalent, or other appropriate terminal degree in their field of expertise. Exceptions to this rule are candidates who have unique talents and have made contributions to their field of endeavor irrespective of the terminal degree they hold. Candidates will have completed appropriate residency and/or post-doctoral fellowship programs. Candidates involved in clinical practice will hold appropriate current board certification in their American Board of Medical Specialties discipline. Initial appointments (usually at the Assistant Professor level depending on departmental policy) may be granted to candidates not yet board certified if board eligible, but continued appointment or promotion will require that board certification be obtained within an appropriate time as determined by the Dean/Provost with the advice of the Department Chair.

10 B. Joint Faculty Appointments This is an appointment an individual faculty member may hold in addition to the academic department of primary faculty appointment. An individual may not hold academic rank in a secondary appointment higher than that in the primary appointment. If the individual has an appointment in their primary department the application for the secondary appointment will be submitted to the appointments and promotions committee and will be judged on the candidate s performance in the primary department and the importance and value to the secondary department. The joint appointment must be agreed upon by the Chairs of both Departments. The process for this is a letter from the Chairs of the primary and secondary department to the Dean of the Medical School requesting the joint appointment and submission of the faculty evaluation form. There is no expectation for performance in the secondary department at the level required in the primary department. C. Adjunct Faculty Appointments and Promotion Policy EVMS benefits from the expertise of faculty employed by other academic institutions that are regionally accredited (e.g., Old Dominion University, Norfolk State University, William & Mary, Virginia Wesleyan, and Hampton University) and who are participants in EVMS academic programs. Extending adjunct appointments to faculty of those institutions on a reciprocal basis is an effective and appropriate mechanism for recognizing and encouraging collaboration in education and research endeavors. The purpose of this policy is to streamline the process for making adjunct appointments based on an acceptance of the faculty review processes at the faculty member s home institution and to eliminate the requirement for external letters of support/recommendation for full-time faculty members at a regionally accredited institution. The policy recognizes that these institutions already extend similar courtesies to EVMS faculty. i. For initial appointment, the EVMS department chair or Dean of the School of Health Professions recommends the appointment to the Dean/Provost after consultation with the program director and faculty of the department. The candidate must complete the EVMS Curriculum Vitae form, which is available from the Office of Faculty Affairs. If the Dean/Provost approves the appointment, he/she notifies the faculty member and the department chair and the Dean of the School of Health Professions. The faculty rank at EVMS will be commensurate with the faculty rank at the faculty member s home institution. ii. For promotion based on a promotion received at the faculty member s home institution, a letter and updated CV must be submitted by the appropriate EVMS department chair or Associate Dean for Planning and Health Professions to the Dean/Provost documenting the rationale for promotion. The candidate must complete the updated EVMS Curriculum Vitae form. If the Dean/Provost approves the promotion, he/she notifies the faculty member and the department chair or Associate Dean for Planning and Health Professions. D. Current faculty appointments are retained until nomination for promotion.

11 All faculty (full time or community) who hold current appointments as Associate Professor or Professor of Clinical X will maintain that rank until they are presented for promotion to a higher rank. At that time, their promotions package will be evaluated using the promotion criteria current at the time of their nomination for promotion. E. Faculty Appointments and Promotion Policy for New Recruits New recruits to the institution will be reviewed on the basis of the criteria established for the rank being requested as outlined above. F. Faculty Re-Appointment and Promotion Policy for Faculty Who Have Left and Wish to Return to the Institution For faculty who have left the institution to go elsewhere or into the community who wish to return to the institution, the requirements of appointment at a given rank are those for new faculty. The previously held rank does not qualify the candidate for reinstatement at that rank. D. Assessment of Faculty Accomplishments 1. Standards of Excellence for Each Rank The primary criterion for academic appointment and promotion at the Eastern Virginia Medical School is demonstrated excellence as a scholar. The Appointments and Promotions Committee recognizes that such excellence may be demonstrated in various ways, as addressed in this document. Like knowledge, academic excellence evolves with time, with sufficient motivation, mentoring, supportive environment and resources. EVMS is an institution dedicated to encouraging a diverse academic environment and promoting excellence in all of its faculty members. Four primary areas of excellence have been identified that further the purpose and goals of the institution. These are the areas of education, research, clinical care and administration/service. Regardless of a faculty member s department, job description, remuneration package or employment status, promotion requires documented and demonstrable excellence in one or more of these areas. Excellence can be demonstrated in many forms and at many levels appropriate to the candidate s rank and in keeping with their duties, time and effort. At junior faculty ranks, excellence in one area with competent performance in other areas may be enough to warrant promotion. However as faculty rank increases, excellence across multiple areas will be required for successful promotion and consideration for tenure. Longevity of service is an important criterion for promotion but, in and of itself, longevity is not adequate for advancement of faculty rank. 2. Evidence of Scholarly Activity Use of parallel criteria for evaluation of excellence across all four area of activity will assist in achieving parity across the four areas. These include: a) Clear goals (Basic purposes stated clearly? Objectives realistic and achievable? Are they important questions in the field?) b) Adequate preparation (Understanding of existing scholarship in the field? Brings necessary skills to the work?

12 c) Appropriate methods (Methods appropriate to goals? Selected methods applied effectively? Modifies procedures with changing circumstances?) d) Significant results? (Are goals achieved? Does work add consequentially to the field? Work opens additional areas for explanation?) e) Effective presentation? (Suitable style and effective organization to present work? Uses appropriate forums to communicate work to intended audiences? Presents with clarity?) f) Reflective critique (Critically evaluates own work? Brings appropriate breadth of evidence to one s own critique? Uses evaluation to improve the quality of future work?) g) Peer review in all its dimensions as defined below. Below are examples of sites and methods for dissemination of scholarly activity. When documenting activity under each example, a faculty member should include the list of information given under each example to describe the activity fully. An alternative to listing of requested information is to provide a narrative of a contribution or activity. Publications - List publications including author, title, year of publication, journal and pages. The candidate may indicate the number of times a work has been cited or other information that gives an indication of its impact. 1) Full-length publications (a) Peer-reviewed articles (b) Non-peer-reviewed articles (i) Book chapters (ii) Reviews (iii) Case reports (iv) Articles in lay publications (v) Procedures/protocols (vi) Electronic media (c) Books, monographs 2) Presented Abstracts (a) Peer-reviewed articles (b) Non-peer-reviewed articles Presentations - List actual presentations, indicating whether the presentation was invited, the target audience, and whether the meeting was international, national, regional, or local. 1) Oral presentations (a) Plenary (b) Workshop (c) Seminars 2) Poster presentations 3) Discussant 4) Session Chairs Patents List patent applications and the status of each, providing the following:

13 1) Title 2) Inventors 3) Brief description 4) Disposition 5) Impact Clinical Investigation and/or Clinical Trials, Device development Indicate the level of involvement/contributions to the planning, implementation, and/or reporting beyond contributing patient care, records, etc., of each. 1) Development of Original Clinical Programs and/or Techniques and Questionnaires, quality of life tools, devices for evaluation of health status and treatment and guidelines for therapies 2) Brief description, including goals 3) Target population 4) Impact 5) Nature of dissemination Development of Original Teaching Tools, Methods 1) Description of product, including objectives 2) Level of involvement 3) Target audience 4) Copyright status 5) Impact as documented by standard tools of objective measurement 6) Nature of dissemination Mentoring of Future Scholars Mentoring comprises a one-on-one relationship between a faculty member and a student, or between senior and junior faculty that is both comprehensive and time intensive. The mentor may assist the student or junior faculty in career development issues as well as regular and frequent guidance in research, education program design and implementation, clinical skills development, and professional values acquisition. For each mentorship, please list: Level of trainee mentored 1) Student (if an advisory committee is involved, the candidate will indicate whether he/she was the Chair or a member of the committee) a. Thesis (Dissertation) b. Non-thesis 2) Resident 3) Fellow 4) Visiting Scientist 5) Duration of mentoring 6) Accomplishment of scholarly activity by the trainee during the training interval 7) Current position of the trainee Scholarly Involvement in Professional Societies/Organizations Provide the level of involvement: 1) Officer/director of a scholarly society

14 2) Membership on advisory boards 3) Membership on editorial boards 4) Reviewer for journal 5) Reviewer for funding agency 6) Member of organizing committee for a scholarly meeting Consultancies Serving as a Visiting Professor 1) Site 2) Date of visit 3) Who invited the candidate? 4) Contribution of candidate Recognition for Scholarship 1) Recognition 2) Date 3) Awarded by 4) Award received for G. Expertise in the Four Faculty Roles 1. Teaching Accomplishments Teachers don t just convey revealed knowledge but encourage the development of an inquiring mind. Teachers instruct in identifying new discoveries related to their discipline, translate basic and clinical observations into practice, integrate the connections of their discipline with other disciplines within the school and communicate professionally outside of the school. Teachers assess their learners needs, and provide the most effective environment for their learners to integrate the new knowledge and its complicated relationships into their current understanding and practice. Teachers today have the advantage of the explosion in new technologies that can facilitate the acquisition of knowledge and its application that may be incorporated in enhancing the learning experiences of the student of today. The challenge to teachers in the information age is to transform their focus from content to focus on their learners; from information transfer to conditions for learning, moving from abstractions to application, from narrow specialties to broad grasp of complexities, from isolated work to collaboration. Level 1. These activities should be recognized locally as being competent. o Active participation in teaching activities of the department, such as a series of educational presentations, or coordinating a course o Delivery of educational materials to students, residents, trainees, research fellows or peers in health professions training program o Instructs in laboratory sessions for health science students o Facilitates small group sessions for medical students, health science students, residents/fellows o Serves as LGM Instructor o Presents teaching rounds or patient conferences o Supervises trainees performing outpatient or inpatient clinical service

15 o Participates in teaching or supervision of medical students or graduate students or residents/fellows o Participates in postgraduate or continuing education courses that serve a local audience o Receives satisfactory evaluations from learners or peer reviewers o Demonstrates commitment to enhancing educational skills by participating in courses, conferences, workshops, on-line learning experiences, etc. related to one s educational responsibilities o Serves as Advisor for medical student, health sciences student, postgraduate student or resident/fellow Level 2. These activities should be recognized locally or regionally as being proficient/ meritorious. o Prepares curriculum material (new courses, syllabus materials, Blackboard materials, etc.) o Supervises or coordinates the teaching by other faculty, residents or graduate students (i.e., Course or Unit director) o Develops innovative approaches to improving students/resident learning and the enhancement of learning experiences (e.g., implements integration across disciplines; explores impact of innovation on learners accomplishments) o Develops or directs a postgraduate or continuing education course that serves a regional audience o Invited to make presentations at the state or regional level o Invited presenter at other institutions of higher education (i.e., universities, medical centers, health profession schools) or research and development facilities or institutes (i.e., NIH, Harvard-Macy, Max Planck Institute, etc.) o Develops and participates in the teaching of major portions of a graduate course o Supervises graduate students (Masters or PhD), MPH thesis for students in MD/MPH programs, serves as a project mentor for MD student or resident/fellow scholarly activity or research project requirement o Demonstrates meritorious teaching ability as measured by learner evaluation and peer review o Receives a local teaching award Level 3. These activities should be recognized regionally, nationally or internationally as excellent. o Develops a course, curricular component, educational software, or evaluation materials that are used regionally or nationally o As course leaders, acknowledged by LCME or SACS reviewers as demonstrating best practices. o Invited to organize and participate in a symposium or plenary session at a regional or national educational meeting o Initiates and collaborates with colleagues at multiple institutions in major presentation at regional or state level (symposia; preconference workshops) o Identifies exemplary best practices from other institutions, adapts practices for EVMS curriculum, implements innovative approach to curriculum delivery and evaluation

16 o Implements inter-professional educational experiences that address leading community health needs; demonstrates improved educational outcomes. o Supervises a training program, residency program or fellowship and achieves recognition of supervisory authority. o Receives a regional or national teaching award o Nominated to and serves on national professional organization s education task force or initiative o Invited to be a Visiting Professor at other institutions o Provides educational leadership by serving as Editor of textbooks, journals or editorials. o Achieves funding of innovative educational program through national or international funding agency o Publishes educational works in peer-reviewed journals, television or radio or electronic sites o Develops educational and evaluation tools acknowledged as advancing field in disciplinary or interdisciplinary teaching and evaluation. o Citation by news bulletins, etc., of professional organizations 2. Research/Discovery Accomplishments Research takes many forms. Traditional biomedical researchers strive to enhance our understanding of the fundamental mechanisms underlying health and disease. Translational and clinical researchers aim to take these findings from bench to bedside and provide new tools and treatments to improve patient care. Public health is enhanced by the work of epidemiologists, behavioral scientists, and social scientists who identify areas of need and provide evidence in support of the most effective therapies. Educational research identifies the best methods and tools for imparting knowledge to our students, and administrators use research methodology to improve practices in their areas of expertise. Level 1. These activities should be recognized locally as being competent. o Extramural Funding: PI on foundation grants, PI for product/device donation to support research, co-investigator on indirect cost bearing grant o Publications: 1-2 journal articles/year in mid-tier journals with mid-tier impact, case reports, multiple articles as middle author (assumes 100% effort to research) o Communications: Invitations to speak at EVMS, hospitals, other academic/medical facilities, professional meetings in the Hampton Roads area; invitations to speak locally to the lay public; presentation of submitted (non-invited) abstracts o Patents: Author on a submitted (pending) patent o Clinical Trials and Methods: Participation as a listed investigator o Mentoring in Research: Primary faculty involved in training a student in research o Service in support of Research: Membership in professional societies; grant and manuscript reviews on an ad hoc basis Level 2. These activities should be recognized locally or regionally as being proficient.

17 o Extramural Funding: PI on indirect cost bearing grant to support research and PI salary for effort on this project o Publications: 2-3 journal articles/year in mid-tier journals with mid-tier impact or 1 journal article/year in top journal with high impact (assumes 100% effort to research; only consider those where candidate is listed as 1 st or last author) o Communications: Invitations to speak at universities, hospitals, other academic/medical facilities, professional meetings, to the lay public outside Hampton Roads bit within our region/nationally o Patents: Author on an issued patent or multiple submitted patents o Clinical Trials and Methods: Participation as site principal investigator o Mentoring in Research: Primary faculty involved in training multiple students in research, involvement in training program, recognition/invitations for training at a regional/national level, service on student committees o Service in support of Research: Active participation in professional societies; regular service as grant and manuscript reviewer Level 3. These activities should be recognized regionally, nationally or internationally as excellent. o Extramural Funding: PI on indirect cost bearing grants to support research and PI salary for total effort devoted to research; evidence of sustained support at this level o Publications: 3-4 journal articles/year in mid-tier journals with mid-tier impact or 2 journal articles/year in top journals with high impact (assumes 100% effort to research; only those where candidate is listed as 1 st or last author) o Communications: Invitations to speak at universities, hospitals, other academic/medical facilities, professional meetings, to the lay public nationally/internationally o Patents: Author on a patent which has been licensed and/or generates revenue for EVMS o Clinical Trials and Methods: PI or Co-Investigator with a significant role in trial design, implementation, and/or acquisition of funding o Mentoring in Research: Primary faculty involved in training multiple students in research, director of a training program, recognition/invitations for training at a national/international level, Chair of student committees o Service in support of Research: Regular service to professional societies as committee chair or in other leadership positions; associate editor/editorial board member; member of standing grant review panel Awards: The significance of any award for research activities should be evaluated based on the prestige of the group or organization bestowing it. 3. Clinical Accomplishments Academic clinicians don t just practice, but seek new knowledge within their discipline; identify methods to improve outcomes, especially patient outcomes, reflect upon results, and share those lessons learned with colleagues. Whether by the identification of innovative procedures and documentation of their usefulness in improving outcomes or use of models of care that qualify for natural recognition, or consistently practicing a high standard of medicine

18 that merits respect of colleagues and patients, clinical faculty contribute to the mission of EVMS. Their opening their practices to learners demonstrating the centrality of the doctorpatient relationship to the healing arts, and combining the role of teacher and mentor with their clinical role is an essential role. Level 1. These activities should be recognized locally as being competent. o Demonstrates competence and promise of excellence in patient care, diagnostic, procedural or other clinical work o Considered (as assessed by reviews) a very good clinician or professional by students, residents, fellows and faculty. o Consults at local level o Offers an important clinical service locally o Board certified by primary specialty and in compliance with specialty/subspecialty Maintenance of Certification program o Member in primary specialty/subspecialty society o Positive results of periodic validated patient experience surveys done by practice, institution or 3 rd party payers o Meets clinical benchmarks (length or stay, complication rate, utilization parameters, etc.) compared to peers o Meets group/department productivity goals o Provides clinical care to indigent/underserved/special needs population (minimum 50 hr/yr) o Provides meaningful service contributions (minimum 50 documented hours) to support EVMS activities and mission Level 2. These activities should be recognized locally or regionally as being proficient. o Emerging consulting physician or professional at regional level o Considered an excellent clinician or professional by local and regional peers. o Serves on local/regional clinical committees (guidelines, peer review, etc.) o Recognized by media publications at local & state level (e.g., Best Doctors surveys) for clinical care o Offers a unique clinical service in local/state/regional area o Exceeds productivity standards set by Group/Department o Consistently exceeds clinical benchmarks (length of stay, complication rate, utilization parameters, etc.) compared to peers o Board certified in multiple specialty/subspecialty areas o Membership in multiple specialty/subspecialty societies o Advanced recognition by specialty/subspecialty society (Fellowship) o Directs clinical or professional program o Refines or implements a new process (i.e., diagnosis, therapy, clinical guidelines, procedure, or device) o Officer or significant role in local or regional clinical society o Superior results of periodic patient experience surveys done by practice, institution or 3 rd party payors o Unsolicited recognition from patients, institutions and peers for clinical skills & professionalism. o Consistently exceeds group/department productivity goals

19 o Provides clinical care to indigent/underserved/special needs population 200 hrs/yr o Provides meaningful service contributions to support EVMS activities and mission. Level 3. These activities should be recognized regionally, nationally or internationally as excellent. o Develops and implements clinical or professional program o Documents positive impact of new program o Established consultant or attracts patients or clients on a regional, national or international level o Considered an excellent clinician or professional by peers at national or international level. o Serves on national/international clinical committees (guidelines, peer review, etc.) o Recognized by media publications at national or international level ( Best Doctors surveys, etc.) for clinical care o Develops a new process (i.e., diagnosis, therapy, clinical guidelines, procedure, or device) that receives national or international recognition o Leader in clinical benchmarks or productivity compared to peers o Contributes significantly to board examination (i.e., board examiner, item test writer) in specialty/subspecialty o Exceptional recognition by specialty/subspecialty society (Mastership or equivalent) or Fellowship in multiple societies o Officer or significant role in national or international clinical societies o Outstanding recognition by grateful patients, institutions or societies for excellence in clinical care. May consist of special awards, endowments or substantial donations to the school o Provides clinical care to indigent/underserved/special needs population in excess of 400 hours/year o Provides meaningful service contributions to support EVMS activities and mission. o Makes major clinical contributions appropriate to the mission of the School. 4. Administrative or Service Accomplishments Level 1. These activities should be recognized locally as being competent. o Demonstrates skills in managing activities or programs o Serves on School or hospital committees o Conducts tests, procedures or data handling in support of a clinical or service laboratory Level 2. These activities should be recognized locally or regionally as being proficient. o Independently develops or directs a major program/project/research laboratory o Oversees, directs and interprets tests, procedures or data handling in support of a clinical or service laboratory o Oversees a major research project as Principal Investigator or Co-investigator, which involves management of personnel and finances o Offers major collaborative services with other faculty in attracting external funding not achievable without the administrator s contributions. o Serves as an officer in state or local professional society

20 o Serves as an Assistant or Associate Dean or other administrative appointment (i.e., Chairperson, Vice or Associate Chairperson of a department) o Serves as a Program Director, Clerkship Director or other position related to the mission of the School that involves significant time in administrative activities, such as program development scheduling, evaluation, documentation of unit activities. o Consults nationally regarding service-related activities o Chairs medical subspecialty or professional society committee o Chair a school or hospital committee o Attracts substantial gifts or endowments to the School o Serves as a regular or Ad Hoc member on a national research or clinical review committee o Performs a service for the community or organizations within the community that are not directly associated with the School Level 3. These activities should be recognized regionally, nationally, or internationally as excellent. o Serves as an officer or major committee member/chair on regional or national professional society o Chairs a departmental faculty search committee o Chairs a major committee (i.e., Admissions, Student Affairs, Appointments and Promotions, etc.) o Serves as section chief, director or leader of a clinical area o Recruits external funding for innovative programs in the school H. Final Recommendations for Assuring Clear Pathway for Promotion at EVMS To assure that each faculty has a clear pathway for promotion, the Workgroup recommends: Development of Standard Operating Procedure guidelines for Chairs and members of the departmental and EVMS A&P committees.. Wide dissemination of criteria for promotion in each of the four areas including development of appropriate on-line modules; Instruction of new faculty and periodic refreshers of best practices for documentation of accomplishments; Instruction for chairs and departmental A&P committees regarding mentoring of faculty in promotion pathways and preparation of their promotion packets; and Orientation of Appointment and Promotions committee members when they join the committee and periodically during their participation on the committee. The faculty member has primary responsibility to ensure that their promotion package clearly demonstrates the achievement of excellence to the A&P committee of peer reviewers. EVMS will establish a program through the office of faculty development to assist faculty in their career planning as well as in the documentation and preparation of their promotional packages. Prior to the A&P committee s consideration of the promotion package, candidates must have attended and completed the appropriate promotions readiness online course. Course completion is encouraged following a promotion as well so that candidates are