Thought Session: The Evolution of Promotion & Tenure Sarah A. Bunton, PhD Chris Candler, MD, EdD Boyd Richards, PhD November 6, 2011

Session Overview I. History and Context II. Broadening the Definition of Scholarship III. Evaluating Educational Scholarship IV. Discussion and Future Trends

Historical Overview and Context of Promotion and Tenure Sarah A. Bunton, PhD Research Director, Organization and Management Studies AAMC

M.D. Faculty in Clinical Departments Tenured / On Track Not On Tenure Track Tenure Not Available Percentage of Faculty Source: AAMC Faculty Roster

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

Average 10-Yr. Promotion Rates for Medical School Faculty 1st ‐ time Assistant Professors 1st ‐ time Associate Professors Cohorts: All faculty Clinical M.D. faculty Clinical Ph.D. faculty Basic Science M.D. faculty Basic Science Ph.D. faculty Tenure-track Non-tenure-track Source: AAMC Faculty Roster; Analysis in Brief, 2010, 9(7):

Percentage of Faculty Who Agreed that Promotion Expectations Were Clear/Reasonable Faculty Type Group Comparison All Faculty Basic Science Faculty Clinical M.D. Faculty χ² sig. Clarity within: Teaching and education *** Research and scholarship *** Patient care and client services61.7 n/a Institutional service *** Reasonableness within: Teaching and education *** Research and scholarship *** Patient care and client services68.2 n/a Institutional service *** Source: 2009 AAMC Faculty Forward Survey; Analysis in Brief, 2011, 11(5):

“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

New pathways for educators and clinicians New criteria for promotion…to (inter alia) increase the emphasis on teaching and education and to broaden the definition of scholarship Evolving Policy Changes

Session Overview I. History and Context II. Broadening the Definition of Scholarship III. Evaluating Educational Scholarship IV. Discussion and Future Trends

Broadening the Definition of Scholarship Boyd Richards, PhD Director, Center for Education Research and Evaluation Columbia University College of Physicians and Surgeons

Perceptions of Promotions Process: US Med School Faculty 2009 AAMC, Analysis in Brief, August 2011

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.

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

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.

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

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 definition of scholarship. They build on Boyer’s work…apply 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;75:887–894.

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;79:729–736.

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.

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 practice…The value of faculty accomplishments varies according to the degree of quantity, quality, and scholarship…” Columbia University Medical Center, 2011

Perceptions of Promotions Process: US Med School Faculty 2009 AAMC, Analysis in Brief, August 2011

Session Overview I. History and Context II. Broadening the Definition of Scholarship III. Evaluating Educational Scholarship IV. Discussion and Future Trends

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

1997

Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. 1997; San Francisco, CA: Jossey-Bass. Glassick Criteria for Scholarship Glassick’s 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.

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.

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.

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.

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. **

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.

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.

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…

MedEdPORTAL ( ) 1. Free online publication 2. Open to the general public around the globe 3. Peer-reviewed health education teaching & assessment materials

Peer Review must If this is to be widely accepted, the entire editorial process must be comparable to that used by traditional journals.

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 MedEdPORTAL’s Peer Review

Discussion

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