How are clinician-educators evaluated for educational excellence? A survey of promotion and tenure committee members in the United States

Abstract

Background: In recent years, educational leaders have proposed domains of educational excellence and corresponding metrics to objectively measure contributions of clinician-educators for promotion and tenure (P&T). The purpose of this study was to explore whether P&T committees in United States (US) have incorporated these recommendations into practice.

Method: The authors conducted a survey of P&T leaders across institutions in US. Items included questions related to institutional tracks for P&T, domains included in promotional packets, metrics for their measurement, and use of an Educator's Portfolio (EP).

Results: Respondents from 55 institutions completed the survey. The presence of a teaching academy/society was associated with the presence of a promotion track for clinician-educators (p = 0.04). Only teaching activities (91%), assessment of learners (55%), and educational scholarship (51%) were required by a majority of institutions. Few institutions used objective methods for measuring impact and less than half (47%) required an EP.

Discussion: These results highlight both progress in the recognition of clinician-educators while also suggesting discordance in the perspective of educational leaders and the practice of P&T committees. The authors advocate for establishing a national community of expert medical educators who may assist P&T committees in adopting consensus-based criteria and metrics to evaluate clinician-educators' contributions.

Acknowledgments

The authors would like to thank members of the GFA listserv who participated in the survey used in this study.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Promotion and Tenure: (Academic) Promotion is the process by which a faculty member is recognized by one’s academic peers for contributions to the field locally, regionally, nationally, or internationally while tenure is a process that ensures continuous contract at one’s institution and historically allows for academic freedom.

Additional information

Funding

This work was partially supported by funding from grant UL1TR002649 [to D.G.] from the National Institutes of Health’s National Center for Advancing Translational Science.

Notes on contributors

Michael S. Ryan

Michael S. Ryan, MD, MEHP, is Associate Professor of Pediatrics and Assistant Dean for Clinical Medical Education, Virginia Commonwealth University School of Medicine, Richmond, VA, USA.

Constance Tucker

Constance Tucker, MA, PhD, is Assistant Professor and Vice Provost for Educational Improvement and Innovation, Oregon Health & Science University, Portland, OR, USA.

Deborah DiazGranados

Deborah DiazGranados, PhD, is Assistant Professor, Office of Assessment, Evaluation and Scholarship Studies, Virginia Commonwealth University School of Medicine, Richmond, VA, USA.

Latha Chandran

Latha Chandran, MD, MPH, is Distinguished Teaching Professor and Vice Dean of Academic and Faculty Affairs, Department of Pediatrics, Renaissance School of Medicine at Stony Brook University, New York, NY, USA.