A review of U.S. Medical schools' promotion standards for educational excellence
| Autor: | Stacey Dunham, Jason Mussell, Kathryn M. DeVeau, Jessica Byram, Adam B. Wilson, Rebecca S. Lufler, Nicole DeVaul, Leslie A. Hoffman, Lawrence M Fatica, Kirsten Brown |
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| Rok vydání: | 2019 |
| Předmět: |
Medical education
Educational measurement Faculty Medical media_common.quotation_subject Rank (computer programming) General Medicine United States Education law.invention Scholarship Career Mobility Leadership Promotion (rank) Documentation law Excellence Phenomenon Surveys and Questionnaires CLARITY Humans Fellowships and Scholarships Psychology Schools Medical media_common |
| Zdroj: | Teaching and learning in medicine. 32(2) |
| ISSN: | 1532-8015 |
| Popis: | Phenomenon: Given the growing number of medical science educators, an examination of institutions' promotion criteria related to educational excellence and scholarship is timely. This study investigates the extent to which medical schools' promotion criteria align with published standards for documenting and evaluating educational activities. Approach: This document analysis systematically analyzed promotion and tenure (PT 52 of 120) documented a well-defined education-related pathway for advancement in academic rank. Across five education-specific domains, only 24% (12 of 50) of the investigated criteria were referenced by at least half of the schools. The least represented domain within P&T documents was "Educational Measurement and Evaluation." P&T documents for 47% of schools were rated as "below average" or "very vague" in their clarity/specificity. Insights: Less than 10% of U.S. medical schools have thoroughly embraced published recommendations for documenting and evaluating educational excellence. This raises concern for medical educators who may be evaluated for promotion based on vague or incomplete promotion criteria. With greater awareness of how educational excellence is currently documented and how promotion criteria can be improved, education-focused faculty can better recognize gaps in their own documentation practices, and more schools may be encouraged to embrace change and align with published recommendations. |
| Databáze: | OpenAIRE |
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