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J Am Coll Radiol. 2017 Aug 19. pii: S1546-1440(17)30836-0. doi: 10.1016/j.jacr.2017.07.008. [Epub ahead of print]

The Clinician-Educator Pathway in Radiology: An Analysis of Institutional Promotion Criteria.

Author information

1
Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire. Electronic address: khushboo.n.jhala.dm@dartmouth.edu.
2
Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire.
3
Department of Radiology, Penn State Hershey Medical Center, Hershey, Pennsylvania.
4
Department of Radiology, University of Vermont Medical Center, Burlington, Vermont.
5
Department of Radiology, Dartmouth-Hitchcock Medical Center, Lebanon, New Hampshire.

Abstract

PURPOSE:

To provide radiology departmental promotional committees and vice chairs of education with a more global perspective on the types of academic activity valued by institutions to aid in their faculty mentoring and standardizing of the Clinician-Educator (ClinEd) pathway.

METHODS:

Ninety-two research schools were ranked into three tiers. Ranking was correlated with the presence of a ClinEd track. Thirty promotion documents (ten from each tier) were analyzed to identify common criteria. Differences in guidelines between tiers were assessed by the frequency distribution of criteria.

RESULTS:

Tier 1 had a significantly greater proportion of schools with a ClinEd track than tier 2 (73% versus 44%, p < 0.05). Thirty-nine criteria were identified and organized into four categories teaching (13), scholarship (12), service/clinical excellence (7), and research (7). The top five included meeting presentations, trainee evaluations, leadership in committees, development of teaching methodologies and materials, and publication of book chapters. First and second tier schools were most similar in frequency distribution.

CONCLUSIONS:

The criteria for the ClinEd promotion track still vary across institutions, though many commonalities exist. A handful of innovative criteria reflect the changing structure of modern health care systems, such as incorporation of online teaching modules and quality improvement efforts. As health care changes, guidelines and incentive structures for faculty should change as well. The information gathered may provide promotion committees with a more global perspective on the types of academic activity valued by modern-day institutions to aid in the national standardization of this pathway and to assist in faculty mentoring.

KEYWORDS:

Clinician educator; faculty promotion; management; medical education

PMID:
28830663
DOI:
10.1016/j.jacr.2017.07.008
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